Rasch analysis in physics education research: Why measurement matters
[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The Rasch model is a probabilistic model which describes the interaction of persons (test takers or survey respondents) with test or survey items and is governed by two parameters: item difficulty...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2019-07-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.15.020111 |
| _version_ | 1819011017761357824 |
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| author | Maja Planinic William J. Boone Ana Susac Lana Ivanjek |
| author_facet | Maja Planinic William J. Boone Ana Susac Lana Ivanjek |
| author_sort | Maja Planinic |
| collection | DOAJ |
| description | [This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The Rasch model is a probabilistic model which describes the interaction of persons (test takers or survey respondents) with test or survey items and is governed by two parameters: item difficulty and person ability. Rasch measurement parallels physical measurement processes by constructing and using linear person and item measures that are independent of the particular characteristics of the sample and the test items along a unidimensional construct. The model’s properties make it especially suitable for test construction and evaluation as well as the development and use of surveys. The evaluation of item fit with the model can pinpoint problematic items and flag idiosyncratic respondents. The possibility of determining sample—independent item difficulties makes it possible to use the Rasch model for linking tests and tracking students’ progression. The use of the Rasch model in PER is continuously increasing. We provide an overview and examples of its use and benefits, and also outline common mistakes or misconceptions made by researchers when considering the use of the Rasch model. We focus in particular on the question of how Rasch modeling can improve some common practices in PER, such as test construction, test evaluation, and calculation of student gain on PER diagnostic instruments. |
| first_indexed | 2024-12-21T01:21:28Z |
| format | Article |
| id | doaj.art-7ae14bcf154c4d42b3afff9e2c786595 |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-12-21T01:21:28Z |
| publishDate | 2019-07-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-7ae14bcf154c4d42b3afff9e2c7865952022-12-21T19:20:38ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962019-07-0115202011110.1103/PhysRevPhysEducRes.15.020111Rasch analysis in physics education research: Why measurement mattersMaja PlaninicWilliam J. BooneAna SusacLana Ivanjek[This paper is part of the Focused Collection on Quantitative Methods in PER: A Critical Examination.] The Rasch model is a probabilistic model which describes the interaction of persons (test takers or survey respondents) with test or survey items and is governed by two parameters: item difficulty and person ability. Rasch measurement parallels physical measurement processes by constructing and using linear person and item measures that are independent of the particular characteristics of the sample and the test items along a unidimensional construct. The model’s properties make it especially suitable for test construction and evaluation as well as the development and use of surveys. The evaluation of item fit with the model can pinpoint problematic items and flag idiosyncratic respondents. The possibility of determining sample—independent item difficulties makes it possible to use the Rasch model for linking tests and tracking students’ progression. The use of the Rasch model in PER is continuously increasing. We provide an overview and examples of its use and benefits, and also outline common mistakes or misconceptions made by researchers when considering the use of the Rasch model. We focus in particular on the question of how Rasch modeling can improve some common practices in PER, such as test construction, test evaluation, and calculation of student gain on PER diagnostic instruments.http://doi.org/10.1103/PhysRevPhysEducRes.15.020111 |
| spellingShingle | Maja Planinic William J. Boone Ana Susac Lana Ivanjek Rasch analysis in physics education research: Why measurement matters Physical Review Physics Education Research |
| title | Rasch analysis in physics education research: Why measurement matters |
| title_full | Rasch analysis in physics education research: Why measurement matters |
| title_fullStr | Rasch analysis in physics education research: Why measurement matters |
| title_full_unstemmed | Rasch analysis in physics education research: Why measurement matters |
| title_short | Rasch analysis in physics education research: Why measurement matters |
| title_sort | rasch analysis in physics education research why measurement matters |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.15.020111 |
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