Using Rasch Analysis to Inform Rating Scale Development

Zile-Tamsen, Carol Van

doi:10.1007/s11162-017-9448-0

Cited by 78 publications

(61 citation statements)

References 4 publications

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“…There is also one scale measuring technostress among senior citizens (Nimrod, 2018), which is not likely to fit young people as they usually have marked differences in exposure to new technology and technical skills (Hsiao, 2017;Marchiori et al, 2019) and technostress is context-dependent (Tarafdar et al, 2015). Overall, these scales share two main characteristics: (1) they are not closely relevant to the integration of technology in learning; and (2) they are developed solely relying on classical test theory, which has been criticised for deficiencies in generating psychometrically robust instruments due to such limitations as sample and test dependence (for more information see Higgins, 2007;Van Zile-Tamsen, 2017).…”

Section: Theoretical Framework Extant Research On Technostressmentioning

confidence: 99%

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Wang

Tan

2020

AJET

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With technology-enhanced learning playing an increasingly important role in higher education, university students are enjoying unprecedented benefits while likely experiencing technostress due to increased requirements and different academic expectations of technology-enhanced learning. This study aimed to develop a psychometric scale to measure university students’ levels of technostress in technology-enhanced learning. An initial technostress scale was developed drawing on the person-environment fit theory and prior research on technostress. In total 620 students were recruited from two public universities in China. Three rounds of study were performed to validate the initial technostress scale using factor analysis, the Rasch model, and multilevel linear regression. The finalised technostress scale with 8 items demonstrated robust psychometric properties, including high internal consistency, validity, uni-dimensionality, and measurement invariance across students of different demographics. The development of the technostress scale is an important step in identifying maladapted students and preserving their wellbeing so as to increase their constructive and active participation in technology-enhanced learning.

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Section: Theoretical Framework Extant Research On Technostressmentioning

confidence: 99%

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Wang

Tan

2020

AJET

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“…Rasch analysis, based on item response theory, provides a better alternative for examining the quality of assessment of psychometric scales and informing scaling up [15]. Rasch can be used in various studies.…”

Section: B Rasch Modelmentioning

confidence: 99%

Analysis on Items of Lecturer Self-Efficacy Instrument Using Rasch Modeling

Hidayat¹,

Patras²,

Laihad³

et al. 2020

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019)

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Strong self-efficacy from a lecturer will encourage the lecturer to have motivation and performance in carrying out the duties and functions as a lecturer: teaching, conducting a research and implementing community service. The purpose of this research is to analyze the sub-construct and items of lecturer self-efficacy. The research was conducted at private universities. Data were collected using a questionnaire containing 7 subconstructs of lecturers' self-efficacy. Rasch modeling was used for data analysis. The research findings revealed that the 7 subconstruct of lecturer self-efficacy can be used in the lecturers' self-efficacy research. Furthermore, the findings of Person DIF Plots analysis can be used by the management of educational institution for policy making or actions-taking to develop lecturer self-efficacy. The findings of this study are expected to be the subject of discussion in the development of self-efficacy lecturers in Indonesia.

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“…Pemodelan Rasch mengacu pada item response theory dengan memeriksa kualitas penilaian skala psikometrik dan menginformasikannya dengan lebih baik (Zile-Tamsen, 2017). Pemodelan Rasch sangat berguna bagi penelitian, termasuk untuk penelitian bidang pendidikan, misalnyauntuk membuat instrumen yang dapat mengukur kondusifitas dalam pembelajaran (NGUYEN THANH DONG, 2014).…”

Section: Pemodelan Raschunclassified

Instrumen Kepuasan Mahasiswa Universitas Swasta Dengan Menggunakan Pemodelan Rasch

Hidayat

Suhardi

Patras

2019

Kelola

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Student satisfaction at a university could predict the continuity of the university. Therefore understanding and improving student satisfaction needs to be done. This study provides an alternative model of student satisfaction instruments at private universities. The research methodology consists of a series of literature reviews, interviews, expert validation and testing the validity of the instrument using the Rasch model. The respondents of this study were 543 students from 6 faculties in a private university. Research findings include: (1) student satisfaction instrument models; (2) items that are difficult to approve; and (3) items perceived differently based on respondents' demographics. This research has implications for the management of private universities to improve some domains of student satisfaction.

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Using Rasch Analysis to Inform Rating Scale Development

Cited by 78 publications

References 4 publications

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Measuring university students’ technostress in technology-enhanced learning: Scale development and validation

Analysis on Items of Lecturer Self-Efficacy Instrument Using Rasch Modeling

Instrumen Kepuasan Mahasiswa Universitas Swasta Dengan Menggunakan Pemodelan Rasch

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