Reliability and Validity Analysis of Statistical Reasoning Test Survey Instrument using the Rasch Measurement Model

Abstract

This study is an assessment of the reliability and validity analysis of Statistical Reasoning Test Survey (SRTS) instrument using the Rasch Measurement Model. The SRTS instrument was developed by the researchers to assess students' statistical reasoning in descriptive statistics among Tenth Grade science-stream students in rural schools. SRTS was a combination of a subjective test and an open-ended format questionnaire which contained of 12 items. The respondents' statistical reasoning was assessed based on these four constructs: Describing Data, Organizing Data, Representing Data and Analyzing and Interpreting Data. The sample comprised of 115 (76%) girls and 36 (24%) boys aged 15-16 years old from a rural district in Sabah, Malaysia. Overall, the SRTS instrument was found to have a high reliability with a Cronbach's alpha value (KR-20) of 0.81. Results also showed that SRTS has an excellent item reliability and high item separation value of 0.99 and 9.57 respectively. SRTS also has a good person reliability and person separation value of 0.81 and 2.04 respectively. Meanwhile, the validity of the SRTS instrument was appropriately established through the item fit, person fit, variable map, and unidimensionality. In conclusion, this study indicates that the SRTS is a reliable and valid instrument for measuring the statistical reasoning of science-stream students from rural secondary schools.

Measuring Student’s Logical Reasoning Skills of Chinese Senior High School Using Rasch Measurement Model

“…The internal fitting index MNSQ value of the question is between 0.90 to 1.19, and the ZSTD value is between -1.54 to 1.35 except that B2 is 2.17; The MNSQ value of the external fitting index is between 0.22 and 1.20 except that A12 is 2.42, and the ZSTD value is between -1.66 and 1.71 except that A12 is 3.01, which is basically within the required fitting range. However, the MNSQ value of the internal and external fitting index is better between 0.7 and 1.3, and the ZSTD value is better between -2 and + 2 (Saidi & Siew, 2019). This shows that the fitting degree between topics A12 and B2 and the data is not good.…”

Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT

“…The formula for the computation of KR20 is suitable for items with dichotomous scores [ 38 ]. Values < 0.5 were low, 0.5–0.6 moderate, 0.6–0.7 good, 0.7–0.8 high, and >0.8 very high [ 39 ]. Moreover, in the case of scenarios and the self-questionnaire, Cronbach’s alpha was used.…”

Item analyses of measuring teacher competency among pre-service teaching Chinese as a foreign language teachers

“…On the other hand, a reliability coefficient between 0.7 and 0.8 is a major revision but worthwhile. Therefore, the reliability of the questionnaire is considered to be higher than 0.7 20 . Furthermore, according to the theory of the Rasch Measurement Model, the higher value of the Person Separation index, which is more than > 0.70, indicated better reliability 21 .…”