Ninth Grade Student’ Self-assessment in Science: A Rasch Analysis Approach

Chiang, Wen-Wei

doi:10.1016/j.sbspro.2015.01.462

Cited by 5 publications

(7 citation statements)

References 20 publications

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“…al, 2015;Park et al 2017;Lee et al, 2011). The concept of the Rasch model is not just a technique that shows the level of difficulty and feasibility of the question assessment instrument, but it is also able to show the pattern of student answers in responding to the problem (Sumintono, 2018;Chiang, 2015). In other words, the use of the Rasch model confirms that each student has the same opportunity to answer questions correctly, not just about items (Park et al 2017;Chan et al, 2014).…”

Section: Indonesian Journal On Learning and Advanced Educationmentioning

confidence: 99%

Rasch Modeling: A Multiple Choice Chemistry Test

Winarti

Mubarak

2019

IJOLAE

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The study aimed to reveal the difficulty level of items and the suitability of items of Chemistry test with the Rasch model. In addition to detecting this item quality, the Rasch model shows the student's answer pattern as well, so that the assessment can imply the quality of the instrument as an assessment of chemical learning. As many as 20 numbers of multiple-choice questions in chemical bonding material were analyzed by using WINSTEPS 3.73. The samples consisted of 200 senior high school students in Banjarmasin Indonesia. The results revealed that the average item measure was 0.00 with items (Measure Order = 4.64) which has the highest difficulty level. The Q10 was the item that has a level of conformity with the model, and outliers or misfit in Rasch were MNSQ=+0.97, ZSTD=-0.2, Pt Mean Corr=+0.58. In other words, assessment of learning with test techniques such as multiple choice based on Rasch model analysis was an effective way for teachers to review the progress of students in the learning process, guidelines for designing chemical learning strategies, and identifying students' understanding of chemical material.

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Section: Indonesian Journal On Learning and Advanced Educationmentioning

confidence: 99%

Rasch Modeling: A Multiple Choice Chemistry Test

Winarti

Mubarak

2019

IJOLAE

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“…Most of the issues of concern to math teachers relate mainly to questions such as class size, student heterogeneity, the value of the thinking stages in the solution processes, and reliability and validity of math evaluation. Studies have also revealed that many teachers feel that they lack the knowledge of apply alternatives to the quantitative-traditional assessment (Abali et al, 2014;Al-Nouh et al, 2014;Biton & Halfon, in print;Black & Wiliam, 2012;Chiang, 2015;Darmody et al, 2020;Davison & Leung, 2009;Galustyan, 2017;Savickiene, 2011;Veldhuis & van den Heuvel-Panhuizen, 2020;Zhao et al, 2018). To date, the foci of mathematics teachers' considerations have not yet been thoroughly examined from the many different aspects of assessment which help them as they approach choosing and evaluating their students' achievements, knowledge and skills acquired in learning.…”

Section: Introductionmentioning

confidence: 99%

“…Alternative assessment methods are correlated with higher achievement levels, learning motivation and diligence, and students' perception of student efficacy (Sahin & Abali Ozturk, 2014). Hence, traditional evaluation methods should be used with alternative ones (Chiang, 2015;Veldhuis & van den Heuvel-Panhuizen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Three Foci of Mathematic Teachers' Considerations in Evaluation of School Students' Achievements

Halfon¹,

Biton²

2021

IJEMST

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As part of efforts to improve the quality of mathematics' teaching and evaluation, we examined the focus of math teachers' considerations in evaluating students’ achievements, as well as the links between these focuses, regarding differences between students and the validity and reliability of assessment methods and examinations. Based on the categorization of issues that concern math teachers while assessing their students, a self-report quantitative-questionnaire was constructed and validated. The questionnaire included three foci of consideration for mathematics evaluation: considerations regarding evaluating learners, considerations regarding the choice of assessment methods, and assessment considerations that are unique to mathematics; positive, high, and significant were found between them. The main conclusion is that math teachers aspire to evaluate their students on the basis of a broad picture, that considers the needs of students studying mathematics as a unique discipline, the available assessment methods and their ability to adapt them to a valid and reliable assessment in mathematics, and the overall need to focus on the challenges and difficulties which are unique to assessing the discipline of mathematics. The findings also strengthen the claim that assessing math learning has unique considerations that are distinguished from assessment considerations in other disciplines.

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“…To satisfy these requirements, we drew on the Rasch model while constructing and evaluating a new instrument, the test of basic Mechanics Conceptual Understanding (bMCU). There is a growing number of studies on the evaluation of test instruments in the science education literature that are based on Rasch modeling (e.g., Cheng and Oon, 2016; Chiang, 2015; Kuo, Wu, Jen, and Hsu, 2015).…”

Section: Introductionmentioning

confidence: 99%

The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton’s mechanics

2017

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Background: Valid assessment of the understanding of Newton's mechanics is highly relevant to both physics classrooms and research. Several tests have been developed. What remains missing, however, is an efficient and fair test of conceptual understanding that is adapted to the content taught to secondary school students and that can be validly applied as a pre-and posttest to reflect change. In this paper, we describe the development and evaluation of the test of basic Mechanics Conceptual Understanding (bMCU), which was designed to meet these requirements. Results: In the context of test development, qualitative and quantitative methods, including Rasch analyses, were applied to more than 300 Swiss secondary school students. The final test's conformity to the Rasch model was confirmed with a sample of N = 141 students. We further ascertained the bMCU test's applicability as a change measure. Additionally, the criterion validity of the bMCU test was investigated in a sample of secondary school students (N = 66) and a sample of mechanical engineering students (N = 21). In both samples, the bMCU test was a useful predictor of actual student performance. Conclusions: The bMCU test proved to enable fair, efficient, and simultaneously rigorous measurement of secondary school students' conceptual understanding of Newton's mechanics. This new instrument might fruitfully be used in both physics classrooms and educational research.

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Ninth Grade Student’ Self-assessment in Science: A Rasch Analysis Approach

Cited by 5 publications

References 20 publications

Rasch Modeling: A Multiple Choice Chemistry Test

Rasch Modeling: A Multiple Choice Chemistry Test

Three Foci of Mathematic Teachers' Considerations in Evaluation of School Students' Achievements

The test of basic Mechanics Conceptual Understanding (bMCU): using Rasch analysis to develop and evaluate an efficient multiple choice test on Newton’s mechanics

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