The Measurement of Writing Ability With a Many-Faceted Rasch Model

The purpose of this study is to describe a Many-Faceted Rasch (FACETS) model for the measurement of writing ability. The FACETS model is a multivariate extension of Rasch measurement models that can be used to provide a framework for calibrating both raters and writing tasks within the context of writing assessment. The use of the FACETS model for solving measurement problems encountered in the large-scale assessment of writing ability is presented here. A random sample of 1,000 students from a statewide assessment of writing ability is used to illustrate the FACETS model. The data suggest that there are significant differences in rater severity, even after extensive training. Small, but statistically significant, differences in writing- task difficulty were also found. The FACETS model offers a promising approach for addressing measurement problems encountered in the large- scale assessment of writing ability through written compositions.     

Measuring Parent Receptivity Towards the Classroom Environment Using a Rasch Measurement Model

This study investigated parent-reported receptivity towards the classroom environment and classroom outcomes. Classroom environment was based on a five-aspect model: (1) provision of information from the child; (2) beliefs about the school; (3) provision of information from teachers; (4) teachers' commitment to working with parents; and (5) confidence in communicating with teachers. Classroom outcomes were based on two aspects: (1) educational values (importance of schooling, involved with learning; seeing a future through learning, desire to learn, and importance of learning); and (2) learning outcomes (achieving, and views of child's engagement in school work). For each aspect, items were written in an ordered-by-difficulty pattern so that, for example, Item 2 involved Item 1 and ‘more’, making it conceptually ‘harder’ to agree with Item 2 than with Item 1. There were four Likert response categories (SDA, DA, A, and SA). Using the extended logistic model of Rasch, an interval-level, unidimensional scale was created with item difficulties for classroom environment aspects and classroom outcomes calibrated on the same scale as the receptivity measures. The sample consisted of 518 parents of students from three secondary schools in Western Australia. The item sample was 30. The proportion of observed variance considered true was 0.94. The items for each aspect were found to be ordered from ‘easy’ to ‘hard’ in line with the hypothesised model of receptivity and the data fitted the measurement model well. This revised version was published online in July 2006 with corrections to the Cover Date.     

就业导向的高职课程设置研究——基于问卷调查数据的统计分析

高职毕业生能否顺利就业取决于两个决定性的因素,一是从学业中获得的专业能力,二是由教师的引导与学生的自我锻炼所获得的语言表达能力、应变能力、实践能力和沟通协作能力等社会能力。对于专业能力而言,主要通过课程体系中课程设置的合理安排来解决;对于社会能力而言,可以通过两个途径来提高,一是将社会能力培养嵌入专业课的授课过程,二是鼓励和倡导学生参加各种社团活动。     

Assessing and improving the quality of undergraduate teaching in China: the Course Experience Questionnaire

Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students’ course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students’ course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students’ course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China.     

Assessing the Teaching Quality of Accounting Programmes: An evaluation of the Course Experience Questionnaire

In recent years, measuring the efficiency and effectiveness of higher edu cation has become a major issue. National governments are now demanding greater public accountability for funds invested in the sector, resulting in the emergence of various performance indicators relating to both teaching and research. The Course Experience Questionnaire (CEQ) was developed to measure the perceived quality of teaching in degree programmes. It evolved from research that identified curriculum, teaching and assessment as key determinants of students' approaches to learning and, in turn, the quality of their learning outcomes. The CEQ data are intended for use in making comparisons within fields of study over time and/or across institutions. However, no European study has reported on its suitability to evaluate teaching within an accounting programme. This paper outlines the development of the CEQ and confirms its reliability and construct validity for use in the accounting discipline in an Irish context.     

Rasch模型在研究生入学考试质量分析中的应用

运用Rasch模型对2010年全国硕士研究生入学考试心理学专业基础综合考试进行分析。结果表明,该试题总体上是一套高质量的测验,试题的内容覆盖了所有能力水平的考生,且能够较好地区分考生的能力水平,达到了预期的选拔目的。但通过Rasch分析也发现,在试题中有个别题目没有达到预期的测量目标,可以考虑在今后的工作中对其做出相应的修改。基于Rasch模型的试题分析能为考生能力和试题质量分析提供更多的测量信息。     

医学基础课中兼教相关课程之我见

教师主教一门专业课兼教一门相关课程有利于提高教学效果，本讨论了药理学教师兼教生理学课程的体会。     

Rasch模型和IRT在学生成就测验统计分析中的对比研究

Rasch模型和项目反应理论的诞生推进了社会科学领域研究方法的变革。大多数学者认为,Rasch模型就是三参数IRT模型的特例。其实,Rasch模型不同于项目反应理论,其数据必须符合模型的先验理论。研究利用基于这两种理论假设开发的软件Winsteps和Multilog对学生成就测验进行统计分析,旨在揭示两种理论模型数据分析结果的异同之处,并探讨Winsteps软件在教育统计中的应用。     

评分员对不同体裁作文评分的多面Rasch模型分析

主观性测试中,评分员差异是影响测试信度、效度和公平性的重要因素。本文采用多面Rasch模型考察8位评分员对记叙文和议论文两种体裁各60篇作文的评分情况。结果表明,评分员对不同体裁作文的评分存在不一致性:在评分员层面上,评分员的严厉度基本不受体裁的影响,但在评分员的信度与内在一致性方面,议论文评分好于记叙文评分;在评分量表层面上,评分员在评定语言和内容项目上,议论文比记叙文严格,而在条理项目上,议论文比记叙文宽松,并且议论文高分的使用频率比记叙文高。本文还就评分员评分的不一致性的原因进行了探讨,以求为降低评分偏差提供参考。     

《测试技术基础》实验教学的改革与体会

实验教学在机械工程测试技术课程中具有非常重要的作用,针对实验教学中存在的问题,对实验内容、设备以及实验教学模式进行了一系列的探讨,对提高学生学习本课程的兴趣,增强对理论知识的理解,培养具有创新能力的高级应用型人才具有一定的意义。     

多面Rasch模型FACETS分析软件的控制数据文件生成与应用研究

多面Rasch模型(MFRM)是Rasch单参数模型的延伸,对于检测不同测量层面一致性差异具有很好的支持作用。本文聚焦于运用多面测量模型的分析软件FACETS,重点阐述如何利用TXT数据文件和Excel数据文件生成控制数据文件的方法步骤。力求通过详细的过程介绍并配合图文说明,使学习者对Facets控制数据文件生成有更加清晰的认识,为后续应用Rasch模型开展数据分析奠定基础。     

Rasch模型在省综合质检测试质量分析中的应用

运用Rasch模型对2016年福建省综合质检文科英语测试数据进行分析。研究结果表明:实测数据与Rasch模型拟合较好,2016年福建省综合质检文科英语试卷是一套高质量的测验,能够较好区分考生的能力水平;但是,该测验中有个别题目的作答反应与Rasch模型的拟合效果不太理想,测验题目的难度分布也有一定的优化空间,这两点值得命题团队反思和总结,可以服务于教学调整并为下个周期的命题提供有益的测量学参考。     

创新班级电路理论课程学生调查问卷分析及应对措施

通过对创新实验班的电路理论课程的教学情况进行调查问卷,从教学安排、教学内容、教学设计及手段、教学反馈、教学效果等方面分析了调查结果,同时为下一步课程教学改革提出应对措施。     

教师心理所有权量表的编制与施测

在文献分析和教师访谈的基础上,编制了《教师心理所有权问卷》。问卷对464中小学教师进行了测查。研究结果表明:教师心理所有权由自我概念、态度和责任感三个因素构成;学历和职称对教师的心理所有权有显著影响;专科学历教师的心理所有权显著高于本科或研究生学历的教师;随着职称级别的晋升,教师心理所有权水平呈上升趋势,高级职称教师的心理所有权显著高于中级职称教师,而中级职称教师的心理所有权高于初级职称的教师。     

《金融发展史研究性课程》教学模式改革效果问卷调查分析

本文是对项目实施过程中的一个实验项目的问卷调查所做的一个分析报告。该报告通过对问卷调查的分析说明通过在一门课程的教学中,通过教学方法、内容和考试方式的改变,可以大大地促进学习者的各种能力的提高。     

Digital Module 10: Rasch Measurement Theory https://ncme.elevate.commpartners.com

In this digital ITEMS module, Dr. Jue Wang and Dr. George Engelhard Jr. describe the Rasch measurement framework for the construction and evaluation of new measures and scales. From a theoretical perspective, they discuss the historical and philosophical perspectives on measurement with a focus on Rasch's concept of specific objectivity and invariant measurement. Specifically, they introduce the origins of Rasch measurement theory, the development of model‐data fit indices, as well as commonly used Rasch measurement models. From an applied perspective, they discuss best practices in constructing, estimating, evaluating, and interpreting a Rasch scale using empirical examples. They provide an overview of a specialized Rasch software program (Winsteps) and an R program embedded within Shiny (Shiny_ERMA) for conducting the Rasch model analyses. The module is designed to be relevant for students, researchers, and data scientists in various disciplines such as psychology, sociology, education, business, health, and other social sciences. It contains audio‐narrated slides, sample data, syntax files, access to Shiny_ERMA program, diagnostic quiz questions, data‐based activities, curated resources, and a glossary.     

Item Parameter Estimation Under Conditions of Test Speededness: Application of a Mixture Rasch Model With Ordinal Constraints

When tests are administered under fixed time constraints, test performances can be affected by speededness. Among other consequences, speededness can result in inaccurate parameter estimates in item response theory (IRT) models, especially for items located near the end of tests (Oshima, 1994). This article presents an IRT strategy for reducing contamination in item difficulty estimates due to speededness. Ordinal constraints are applied to a mixture Rasch model (Rost, 1990) so as to distinguish two latent classes of examinees: (a) a speeded class, comprised of examinees that had insufficient time to adequately answer end-of-test items, and (b) a nonspeeded class, comprised of examinees that had sufficient time to answer all items. The parameter estimates obtained for end-of-test items in the nonspeeded class are shown to more accurately approximate their difficulties when the items are administered at earlier locations on a different form of the test. A mixture model can also be used to estimate the class memberships of individual examinees. In this way, it can be determined whether membership in the speeded class is associated with other student characteristics. Results are reported for gender and ethnicity.     

中国共产党建立模范抗日民主政权的基本经验

中国共产党建立模范抗日民主政权的基本经验是：创新政权理论;创新政党关系;创新阶级政策;创新政治体制;创新廉政监督机制.