Development and Application Rasch Model to The Measurement of Tazkiyatun Nafs Instrument for Madarasah Teachers

The aim of this study was to investigate, using Rasch model analysis, the measurement invariance of the item ratings of the Individualised Care Scale. Evidence of reliability is needed in cross-cultural comparative studies. To be used in different cultures and languages, the items must function the same way. A methodological and comparative design. Secondary analysis of data, gathered in 2005-2006 from a cross-cultural survey using the Individualised Care Scale from Finnish, Greek, Swedish and English predischarge hospitalised orthopaedic and trauma patients (n = 1093), was used. The Rasch model, which produces calibrations (item locations and rank) and item fit statistics, was computed using the Winstep program. The rank of average Individualised Care Scale item calibrations (-2·26-1·52) followed a generally similar trend (Infit ≤ 1·3), but slight differences in the item rank by country were found and some item misfit was identified within the same items. There was some variation in the order and location of some Individualised Care Scale items for individual countries, but the overall pattern of item calibration was generally corresponding. The Rasch model provided information about the appropriateness, sensitivity and item function in different cultures providing more in-depth information about the psychometric properties of the Individualised Care Scale instrument. Comparison of the four versions of the Individualised Care Scale - patient revealed general correspondence in the item calibration patterns although slight differences in the rank order of the items were found. Some items showed also a slight misfit. Based on these results, the phrasing and targeting of some items should be considered. The Individualised Care Scale - Patient version can be used in cross-cultural studies for the measurement of patients' perceptions of individualised care. Information obtained with the use of the Individualised Care Scale in clinical nursing practice is important, and valid measures are needed in evaluating patients' assessment of individualised care, one indicator of care quality.

The instrument for measuring knowledge in the subject of Elementary School Curriculum Study and Development has been created to measure students' understanding of teacher candidates in applying concepts, implications and curriculum development at the elementary school level. In order to make reliable and feasible instrument for measuring students knowledge in the subject of Elementary School Curriculum Study and Development, this study aims to produce empirical evidence about the validity and reliability of test instruments using the Rasch model analysis. The study was conducted by testing 20 items on 142 elementary school teacher candidate at one of the State Universities in the City of Mataram, West Nusa Tenggara. The validity and reliability of the instrument were measured by the Rasch analysis model using the Winstep program. The one-dimensional testing of 20 items has a variance measured at 42.7% which exceeds the minimum points of 40.0% desired by the Rasch model. The reliability index of the respondents was 0.65 and the item reliability index was 0.98. All items show a positive value for Point Measure Correlation (PMC) in terms of item polarity which means there is no conflict between the item and the construct being measured. Outfit Mean Square value also shows that all items that almost all items have an MNSQ Outfit value smaller than 1.5 which means the measurement value can be said to be productive except for item 13 (3.77) and item 16 (3.77). Both of these items need to be re-examined because they have problems in measuring their validity. The results of this study have proven that the knowledge measurement test instrument in the Elementary School Curriculum Study and Development course has validity and reliability values that meet and are empirically feasible to be used in measuring Basic School Curriculum Study and Development knowledge for prospective teacher students.

Since assessment holds a crucial role in the teaching and learning process, it is essential to examine teachers' approaches to assessment in their classrooms to determine whether their methods align with assessment theories and best practices. This study aimed to explore how madrasah teachers approach student assessment in their classrooms, focusing on the purpose of assessment, the assessment process, fairness in assessment, and the principles of measurement theory. The study involved 27 secondary-level madrasah teachers in an Indonesian context to illustrate their assessment knowledge and address the research gap in assessment studies for madrasah teachers. Their classroom assessment approaches were gathered and evaluated using the Approaches to Classroom Assessment Instrument (ACAI). The results indicate that madrasah teachers generally view assessment for learning as the primary purpose of their assessments, focus on the design aspect during the assessment process, adhere to standard principles of assessment fairness, and give equal importance to both validity and reliability in measurement theory. Finally, findings of this study should give valuable contribution to the body of assessment theory and become a reference for the government in improving madrasah teachers’ assessment literacy as well as their skills in assessing students’ learning.

Evaluate the Pain Impact Index, a simple, brief, easy-to-use, and novel tool to assess the impact of chronic pain in community-dwelling older adults. A Rasch modelling analysis was undertaken in Stata using a partial credit model suited to the Likert-type items that comprised the Index. The Index was evaluated for ordering of category thresholds, unidimensionality, overall fit to the Rasch model, measurement bias (Differential Item Functioning, DIF), targeting, and construct validity. The four-item Pain Impact Index was self-completed by 6454 community-dwelling Australians who were aged at least 70years and experienced pain on most days. Two items showed evidence of threshold disordering, and this was resolved by collapsing response categories (from 5 to 3) for all items. The rescored Index conformed to the unidimensionality assumption and had satisfactory fit with the Rasch model (analyses conducted on a reduced sample size to mitigate the potential for overpowering: n=377, P>0.0125, power>77%). When considering uniform DIF, the most frequent sources of measurement bias were age, knee pain, and upper back pain. When considering nonuniform DIF, the most frequent source of measurement bias was knee pain. The Index had good ability to differentiate between respondents with different levels of pain impact and had highest measurement precision for respondents located around the average level of pain impact in the study sample. Both convergent and discriminant validity of the Index were supported. The Pain Impact Index showed evidence of unidimensionality, was able to successfully differentiate between levels of pain impact, and had good evidence of construct validity.

Efforts to realize student well-being are of particular concern in Indonesia. Unfortunately, a scale measuring student well-being for elementary school students is still scarce. This study aimed to develop and validate a scale for the well-being of elementary school students in Indonesia. The scale was developed based on the Student Well-being Model and analyzed using the Rasch Model. This study involved 414 respondents who were Grade 5 or Grade 6 elementary school students in Malang city. Based on the analysis of the Rasch model, there are 19 items (out of 28 items) whose values meet the criteria for outfit MNSQ, outfit ZSTD, and point measure correlation. This scale has a dimensionality value of 42.9%, item separation of 6.93, and item reliability of 0.98, and the results of the DIF analysis showed no bias toward gender or class identity. Overall, it can be concluded that the Student Well-being in Elementary Schools scale has good psychometric properties, so it is suitable for measuring student well-being in Elementary Schools.

<b>Background</b>: The next generation science standards (NGSS) (NGSS Lead States, 2013) place a particular emphasis on the integration of engineering into the science curriculum. Consequently, the NGSS calls on teachers to engage students in engineering practices to facilitate their experience with the engineering design process similar to engineers and develop a more contemporary view of engineering as a discipline. Since engineering education research in K-12 is still in its infancy, there is limited empirical evidence related to how teachers integrate engineering concepts into their classrooms. To assess the quality of teachers’ engineering teaching practices, teaching self-efficacy can be used as an indicator of their instructional practices because teaching efficacy beliefs are often associated with greater use of student-oriented instructional practices, increased teacher effort, and other positive instructional behaviors.<br /> <b>Purpose:</b> The main aim of this study was to validate an engineering teaching efficacy beliefs instrument (ETEBI) to measure pre-service elementary teachers’ engineering teaching efficacy beliefs.<br /> <b>Design/method</b>: The science teaching efficacy beliefs instrument version B was modified to develop the ETEBI. The instrument was administered to 561 pre-service elementary teachers. A Rasch model analysis and confirmatory factor analysis (CFA) were conducted on the data obtained from 561 pre-service elementary teachers to provide evidence supporting the validity of the instrument.<br /> <b>Results:</b> The Rasch model and CFA suggested a two-factor solution: personal engineering teaching efficacy and engineering teaching outcome expectancy. Also, Cronbach’s coefficient alphas for each subscale were measured to assess the internal consistency of the subscales. Based on the analyses, the study provided evidence supporting the reliability and validity of the ETEBI to assess pre-service elementary teachers’ engineering teaching efficacy.<br /> <b>Conclusions:</b> The ETEBI can be confidently utilized to assess pre-service elementary teachers’ engineering teaching efficacy beliefs. It is effective in gauging the current status of their beliefs and/or determining changes in their beliefs as a result of any teacher training and professional development effort.

The authors conducted Rasch model (G. Rasch, 1960) analyses of items from the Young Adult Alcohol Problems Screening Test (YAAPST; S. C. Hurlbut & K. J. Sher, 1992) to examine the relative severity and ordering of alcohol problems in 806 college students. Items appeared to measure a single dimension of alcohol problem severity, covering a broad range of the latent continuum. Items fit the Rasch model well, with less severe symptoms reliably preceding more severe symptoms in a potential progression toward increasing levels of problem severity. However, certain items did not index problem severity consistently across demographic subgroups. A shortened, alternative version of the YAAPST is proposed, and a norm table is provided that allows for a linking of total YAAPST scores to expected symptom expression.

Human activity significantly contributes to many of the world's current environmental concerns. Pro-environmental behaviors (PEBs) at the workplace can help organizations improve their environmental performance. Therefore, the goal of this study is to provide an explanation for employees' ecologically beneficial conduct in large cities. The three hypotheses of this study were proven significantly. Rasch Model Analysis and structural equation modeling (SEM) with second-order confirmatory factor analysis confirmed all the hypotheses. Eco initiatives significantly influence pro-environmental behavior, and eco-helping influences pro-environmental behavior significantly. The final one, eco-civic involvement, significantly impacts pro-environmental behavior. According to the findings of two statistical approaches used to analyze data, the environmentally friendly behaviors of employees in big cities are still limited to the behavior of good employees within the firm. It implies that pro-environmental behavior among city workers has not yet been motivated by personal initiative. On the other hand, the Rasch Model and SEM analysis results suggest that employees in big cities are environmentally sensitive as part of their organization's good citizenship.

In biology learning, test instruments are essential for assessing students' understanding of complex concepts. A test instrument is a crucial factor in learning evaluation; however, its implementation remains minimal. This descriptive quantitative study aims to analyze the quality of test items using the classical approach in terms of validity, reliability, difficulty index, discrimination power, distractor effectiveness, and the Rasch model analysis. The data consists of 30 multiple-choice questions from a biology midterm exam administered to 40 students. Classical test data analysis uses Microsoft Excel, while Rasch model analysis uses Winsteps software. The validity test results from both approaches show 14 valid questions and 16 invalid ones. The reliability scores are 0.619 (adequate) for the classical approach's Cronbach's Alpha, 0.85 (good) for the Rasch model, and 0.65 (weak) for personal reliability. The classical test theory and the Rasch model categorize item difficulty into four levels. The classical approach produces five categories for item discrimination, while the Rasch model identifies three groups based on the item separation index (H=3.45) and two groups based on respondent ability (H=1.96). Distractor effectiveness shows 93.3% functional distractors in the classical test and 80% in the Rasch model. The Rasch model offers greater precision in measuring student ability and detecting bias. Both models should be integrated for comprehensive item analysis. Future tests should focus on improving invalid items and the quality of distractors.

This study aimed to develop an instrument that will be used to measure the grit of senior high school students. This quantitative study involved 601 senior high school students in Bangka Belitung. Based on an analysis of the relevant literature, this study developed 24 items that collectively described grit. Data was collected using a grit scale and analyzed using the Rasch model. The results show that 1) Cronbach's alpha value is 0.91 which means the interaction between item and person is in the very good category, 2) the item reliability coefficient is 0.97 where the item belongs to the special category, and 3) the person reliability coefficient is 0.87 which means that students respond consistently to each item. Based on the results above, we can see that 23 valid items and the other is invalid. Overall, it can be concluded that the grit scale has good psychometric properties, and it can be used by counselors or counseling guidance teachers to measure students' grit.

The research aimed to calibrate Indonesian Teacher Engagement Index (ITEI) using instrument with RASCH MODEL. The respondents were 672 teachers of elementary, junior high, high school and vocational school. The number of items planned was 165 items with the initial reliability of 0.98. The ITEI scale uses Likert Scale (1 to 4) which was converted from ordinal scale to Equal Interval Scale. RASCH MODEL analysis was done by selecting based on Outfit Mean Square (MNSQ) between 0.5-1.5 as a good item, and measuring Point Measure Correlation (Pt Mean Corr) with the criterion of 0.4-0.85. Moderate Outfit Z-Standard (ZSTD) was ignored because the sample was >500. Conclusions: ITEI is valid with 30 items and reliability of 0.97, and less engage teachers significantly at α <0.05.

Misconceptions in biology can prevent students from gaining a deeper understanding of biological concepts. There is a five-tier diagnostic test that can explore the misconceptions experienced by students. This research aims to develop a five-tier diagnostic test that is feasible to use to identify student misconceptions with Rasch model analysis. The research method used was quantitative descriptive, and the sample was 103 people with a purposive sampling technique, which is a purposeful sampling technique, namely, the school that is the research location, experiencing misconceptions related to the concept of cells. Based on the results of the study, it was found that the five-tier diagnostic test developed was very feasible to use as an instrument to identify students' misconceptions on the concept of cells. Each indicator is represented by several items that have been tested for validity, reliability, difficulty level and differentiation using Rasch model analysis with the help of the Winsteps program. Based on the analysis with the Rasch model, out of 36 items that were externally validated, 23 items were obtained that met the eligibility criteria and were declared valid for implementation.

A Computer-based Reading Test for Use as an Index of Premorbid General Intellectual Level in North American English-speaking Adults

Background and Purpose: The purpose of this study is to use Rasch model diagnostics and analysis to understand survey item (questions) functioning of the Nursing Students' Clinical Stress Scale, a rating scale instrument developed by Whang (2002). Methods: A rating scale instrument originally written in Korean was translated into English and administered to a convenience sample of all junior (46) and senior (64) students at a large Midwest university. Results and Conclusions: Rasch model analysis provided the empirical evidence to support that the survey items measured the latent variable, stress. Diagnostic results indicated the need for improved category labeling. Clinical Relevance: It is imperative that nursing educators evaluate and facilitate inter- and intraprofessional relationships between students and staff/faculty as well as understand the student experience.

The purpose of this study is to use Rasch model diagnostics and analysis to understand survey item (questions) functioning of the Nursing Students' Clinical Stress Scale, a rating scale instrument developed by Whang (2002). A rating scale instrument originally written in Korean was translated into English and administered to a convenience sample of all junior (46) and senior (64) students at a large Midwest university. Rasch model analysis provided the empirical evidence to support that the survey items measured the latent variable, stress. Diagnostic results indicated the need for improved category labeling. It is imperative that nursing educators evaluate and facilitate inter- and intraprofessional relationships between students and staff/faculty as well as understand the student experience.