Facet Rasch Model Research Articles

New Approaches in the Assessment of Pre-Service Teachers' Scientific Research Skills: Multidimensional-Many Facet Rasch Model Application

This survey study aimed to determine pre-service teachers’ skills in conducting and presenting scientific research process and to examine their peer-scoring behaviors. The participants consisted of 36 pre-service teachers and seven peer raters. The analytical rubric developed by the researchers and the performance task were used to collect data. The multidimensional many-facet Rasch measurement model was employed in data analysis. Rasch analysis was carried out with a fully crossed design. The analyses revealed that the least difficult criterion in the dimension of conducting the scientific research process was to perform data analysis while the most challenging criterion was to determine the research model and sample. In addition, the least difficult criterion in the dimension of making an oral presentation was to ensure the interest and participation of the audience, while the most challenging criterion was to make an effective start. The analysis of the rater facet demonstrated that the most severity rater was R3, while the most leniency rater was R4. The study argues that the multidimensional many-facet Rasch model can be used to present reliability and validity evidence in multidimensional performance evaluations.

Performance Assessment with Multiple Intelligence Differentiation to Measure Communication Skills: Application of Many Facet Rasch Model

Performance Assessment with Multiple Intelligence Differentiation to Measure Communication Skills: Application of Many Facet Rasch Model

Rater judgments and word difficulty: Conceptualizing the substantive validity of the VST

The substantive component of construct validity requires a confrontation between empirical test results and content relevance. The Vocabulary Size Test (VST) has been extensively validated in terms of empirical results. Less is known, however, about expert judgments of content relevance. The VST was constructed and validated according to the principle that frequency underlies vocabulary acquisition. This does not mean, however, that the two are equivalent. To better understand the construct of word difficulty as it is measured in VSTs, the results of two Rasch analyses, one on the VST, the other a Multi Facet Rasch Model (MFRM) of a questionnaire distributed to education practitioners were correlated (n = 80, r = 0.67, p < 0.001, 95% CI = [0.53, 0.77]). Semi-structured interviews were then conducted to explore how practitioners understand the concept of word difficulty. Findings indicate that word difficulty is understood to encompass more than frequency, validating recent research into the predictive power of lexical sophistication variables.

Examination of map reading skills with orienteering activity: An example of Many Facet Rasch Model

The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.

Raters’ Assessment Quality in Measuring Teachers’ Competency in Classroom Assessment: Application of Many Facet Rasch Model

This study examines the raters’ assessment quality when measuring teachers’ competency in Classroom Assessment (CA) using the Many Facet Rasch Model (MFRM) analysis. The instrument used consists of 56 items built based on 3 main constructs: knowledge in CA, skills in CA, and attitude towards CA. The research design of this study is a quantitative method with a multi-rater approach using a questionnaire distributed to the raters. Respondents are 68 raters consisting of The Head of Mathematics and Science Department, The Head of Mathematics Panel, and the Mathematics Teacher to assess 27 ratees. The ratees involved in this study are 27 secondary school Mathematics teachers from Selangor. The results show that among the advantages of MFRM are that it can determine the severity and consistency level of the raters, also detect bias interaction between rater and ratee. Although all raters were given the same instrument, the same aspects of evaluation, and scale category, MFRM can compare the severity level for each rater individually. Furthermore, MFRM can detect measurement biases and make it easier for researchers to communicate about the research findings. MFRM has the advantage of providing complete information and contributes the understanding of the consistency analysis of the rater’s judgement with quantitative evidence support. This indicates that MFRM is an alternative model suitable to overcome the limitations in Classical Test Theory (CTT) statistical models in terms of multi-rater analysis.

Examining the Differential Rater Functioning in the Process of Assessing Writing Skills of Middle School 7th Grade Students

When students present writing tasks that require higher order thinking skills to work, one of the most important problems is scoring these writing tasks objectively. The fact that raters give scores below or above their performance based on several environmental factors affects the consistency of the measurements. Inconsistencies in scoring negatively affect the validity and reliability of student performance and cause the scores obtained to be questioned. In regard to the validity and reliability of these measurements, it is significant to identify the rater behavior and correct the sources of error. This study aims to analyze the differential rater functioning (DRF), which is one of the problematic rater behaviors, in evaluating compositions written by middle school 7th-grade students within the scope of the Turkish course. 86 students attending a public school were participated the study. Students' compositions were rated using an analytical rubric by 8 teachers from different institutions. In this correlational research, the many facet Rasch model was used, and five variables including students, raters’ and, students’ gender, students’ qualification, and evaluation criteria were examined. it was examined whether the raters show DRF on an individual and group basis based on the dual interaction analysis, including the gender of the student x rater and the student's competence x rater. The findings have revealed that DRF at the group level does not interfere with the measurements, while the individual level DRF is involved in the measurements. It was determined that the level of DRF mixing in the measurements of successful students was the lowest. Especially rigid and lenient raters were found to show DRF. In the present study, it was observed that the raters showing DRF was also the most lenient raters, while these raters did not show DRF in terms of the gender of the student.

Examination of Common Exams Held by Measurement and Assessment Centers: Many Facet Rasch Analysis

This paper aims to examine and assess the questions included in the “Turkish Common Exam” for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model (MFRM). According to the findings, of the 20 questions included in the exam, 5 (five) are in the category of “Remembering”, 12 (twelve) in the category of “Understanding”, 2 (two) in the category of “Analyzing” and 1 (one) in the category of “Evaluating.” Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions. In addition, the study contained three facets: raters, tasks (items), and criteria. There were no differences among the raters (a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist) in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity.

Investigating the Effect of Rater Training on Differential Rater Function in Assessing Academic Writing Skills of Higher Education Students

This study aimed to examine the effect of rater training on the differential rater function (rater error) in the process of assessing the academic writing skills of higher education students. The study was conducted with a pre-test and post-test control group quasi-experimental design. The study group of the research consisted of 45 raters, of whom 22 came from experimental, and 23 came from control groups. The raters were pre-service teachers who did not participate in any rater training before, and it was investigated that they had similar experiences in assessment. The data were collected using an analytical rubric developed by the researchers and an opinion-based writing task prepared by the International English Language Testing System (IELTS). Within the scope of the research, the compositions of 39 students that were written in a foreign language (English) were assessed. Many Facet Rasch Model was used for the analysis of the data, and this analysis was conducted under the Fully Crossed Design. The findings of the study revealed that the given rater training was effective on differential rater function, and suggestions based on these results were presented.

Gathering evidence on e-rubrics: Perspectives and many facet Rasch analysis of rating behavior

This study examined the faculty perspectives towards the use of electronic rubrics and their rating behavior in a freshman composition course. A mixed-methods approach has been employed for data collection and analysis. The data for faculty perspectives were collected from nine instructors through semi-structured interviews and for their behavior, six instructors teaching the same course in Fall 2019, shared their students’ essay scores with the researchers. Many facet Rasch model (MFRM) was employed for quantitative data analysis. According to the findings of the quantitative data, the instructors differed in their degree of leniency and severity, one instructor being more lenient and one being more severe than the others. Another interesting finding was one instructor turned out to be an inconsistent user of the e-rubric. The findings of the qualitative data showed that writing faculty think e-rubrics come with great advantages such as facilitating scoring, ensuring standardization, and reducing student complaints and grade appeals. However, they view the impact of e-rubrics on student writing with cautious optimism. The findings of the qualitative and quantitative strands are overlapping, and the responses elicited from the participants seem to shed some light on the rating behavior of the writing faculty.

Enhancing analytic rigor in qualitative analysis: developing and testing code scheme using Many Facet Rasch Model

Performance assessments that include multiple raters using rating scales to evaluate the quality of a performance are frequently seen and reported. However, the establishment of intercoder reliability in analysing content validity of codes applied to data from transcripts in a qualitative study is not widely practiced. This paper presents intercoder reliability using Many Facet Rasch Model (MFRM) in developing, testing, and enhancing the code scheme of a qualitative study. The results suggest that although the raters were in the same field of expertise and were given the same set of code scheme, their independent characteristics were still observable because unlike the standard approach, MFRM allowed for comparability of each expert’s rating operation as opposed to group homogeneity. While all raters agreed to assign 70% of the codings in the category of very good and good, the researchers were still able to determine the raters’ severity or leniency based on the ratings they assigned. Moreover, MFRM’s ability to provide independent piece of information helped the researchers to identify which codings were accepted and which coding needed review on the researchers’ part. The evaluation has increased trust in the quality of codings and this has created a sense of confidence to the researchers in establishing the code scheme for the qualitative study.

Validity And Reliability Rubric Of Performance Assessment Geometry Study In Junior High School Using The Many Facet Rasch Model Approach

The purpose of this study was to analyze the validity and reliability rubric of performance appraisal on geometry subject matter using the many facet rasch model approach through the Facets software. Data were collected from 100 small-scale students and 250 large-scale students in junior high schools using 3 raters. The performance assessment instrument in the form of a rubric is used to assess the student's process of working on the questions, each question has a different rubric. The Rasch Many Faceted Measurement Model (MFRM) is used to analyze data by looking at three aspects, namely the facet person, rater agreement, and difficulty domain using the Facet program. For the facet person, the rater separation ratio was 4.96, while the reliability of the separation index was 2.15 which indicates that the assessors are separated reliably. The stratum index is 3.21 which indicates that there are three strata of rater severity that differ statistically in the sample of these 4 raters. The rater agrement obtained the reliability of the rater separation of 0.87 and the correlation between each assessor and the other ranged between 0.40 and 0.63, indicating adequate agreement among the raters in assessing test participants with their level of competence. The Difficulty Domain on the variable maps shows that the hard to soft range is from about +1 to −1 logit.

Evaluation of University Students’ Rating Behaviors in Self and Peer Rating Process via Many Facet Rasch Model

Problem Durumu: Yuksekogretimin temel amacinin, ogrencileri, kendi mesleki uygulamalari uzerinde elestirel dusunen, problem cozen, yansitici uygulayicilar haline getirmelerine destek vermeye yoneldigi aciktir (Falchikov & Goldfinch, 2000; Kwan & Leung, 1996). Bireylerin bu becerileri kazanmasi ve gelistirmesi ogretim programlarinin da odak noktasi haline gelmistir. Dolayisiyla ogretim programlarinin belirtilen bu becerileri izlemesi ve degerlendirmesi soz konusudur. Bu amac icin uygulanan klasik olcme araclari sozu edilen ozelliklerin olculmesinde yetersiz kalmaktadir. Bu yeni anlayis ogrenme surecinin de degerlendirilmeye ogrencilerin katilmasini onemli gormektedir. Bu durum ise yeni degerlendirme yaklasimlarinin kullanilmasini on plana cikarmistir (Bushell, 2006; Dochy, 2001; Falchikov ve Goldfinch, 2000). Ogrencilerin ogrenmelerinde, sorumluluklarini almalari icin oz degerlendirme ve akran degerlendirme onemli degerlendirme yaklasimlari olarak gorulmekte ve bu degerlendirmelerin kullanilarak ogrencilerin ogretime aktif olarak katilmalarinin tesvik edilmesi onerilmektedir. Ogretimde oz ve akran degerlendirmelerinin kullanilmasi onemi yadsinamayacak bir yarar saglamaktadir. Cunku degerlendiricilerin sayisi arttikca, ogrenciye iliskin daha fazla resim elde ederek onu cok yonlu tanimak mumkun olabilecektir. Baska bir deyisle ogrenciler, tek bir ogretim elemaninin klasik degerlendirme yontemlerinden daha fazla degerlendirebilecegi olcude, yaptiklari calismalarin kalitesi hakkinda cok yonlu bir geribildirime sahip olurlar (Millar, 2003). Ogretim surecinde oz ve akran degerlendirme yontemleri kullanildiginda en onemli sorun, bu kaynaklardan elde edilen puanlarin guvenirligi ve bu puanlara dayali yapilan cikarimlarin gecerligi olarak gorulmektedir (Donnon, Mcllwrick ve Wololoschuk, 2013). Ogrencinin performansini etkileyen puanlayici kaynakli faktorler puanlayici davranislari olarak adlandirilmaktadir (Farrokhi, Esfandiari ve Vaez Dalili, 2011). Bu baglamda mevcut calismanin problem durumu, oz ve akran degerlendirmede hangi puanlayici davranislarinin ortaya ciktigi seklinde belirlenmistir. Arastirmanin Amaci: Bu calismanin amaci, universite ogrencilerinin oz ve akran puanlama surecinde hangi puanlayici davranislarini sergilediklerini cok yuzeyli Rasch olcme modeli araciligiyla belirlemektir. Arastirmanin Yontemi: Arastirma ogretmen adaylarinin hazirlamis olduklari arastirma onerilerinin puanlanmasi surecinde gostermis olduklari puanlayici davranislarinin ortaya cikarilmasini hedefledigi icin var olan bir durumun betimlenmesinden dolayi betimsel turden bir nicel arastirma ozelligi gostermektedir. Arastirmanin katilimcilari 2017-2018 egitim ve ogretim yilinda Ankara ilindeki bir vakif universitenin egitim fakultesi Rehberlik ve psikolojik danismanlik programinda yer alan bilimsel arastirma yontemleri dersini alan ogrenciler arasindan, calisma kapsaminda gonullu olarak katilan 58 kisiden olusmaktadir. Arastirma kapsamindaki veriler, arastirmacilar tarafindan gelistirilen analitik dereceli puanlama anahtari (ADPA) ile toplanmistir. ADPA, herhangi bir bilimsel arastirma onerisini degerlendirmek amaciyla gelistirilmistir. Oncelikle taslak olarak gelistirilen olcme aracina yonelik olarak uzman gorusleri alinmistir. Gorus ve oneriler dogrultusunda olcme aracinin son sekli verilmistir. Buna gore, olcme aracinin olcutleri; problem durumunun belirlenmesi, yontem, bulgular ve sonuc/yorum olarak belirlenmistir. ADPA’nin her bir olcutu dortlu bir derecelendirme (oldukca yetersiz “0”, oldukca yeterli “3” ) kullanilarak puanlanmistir. ADPA’dan elde edilen olcumlerin gecerligi icin AFA’i guvenirligi icin ise McDonald ω katsayisi kullanilmistir. Arastirmadaki verilerin analizinde; cok yuzeyli Rasch olcme modeli kullanilmistir. Analizler FACETS palet programi kullanilarak yapilmistir. Analizinin bazi varsayimlari bulunmaktadir. Bu varsayimlarin karsilanmasi analiz sonuclarina dayali yapilan cikarimlarin gecerligine hizmet etmektedir. Ilk varsayim olarak tek boyutluluk incelenmis olup veri toplama araclari kisminda olcme aracinin tek boyutluluga sahip oldugu gorulmustur. Tek boyutlulugun saglanmasi yerel bagimsizligin da karsilandiginin bir gostergesi olarak ele alinmis olup yerel bagimsizlik icin herhangi bir islem yapilmamistir. Son olarak model veri uyumu incelenmistir. Model veri uyumu icin ±2 araliginin disinda kalan standartlastirilmis artik degerlerin sayisi toplam gozlem sayisinin %5’inden fazla olmamasi ve ±3 araliginin disinda kalan standartlastirilmis artik degerlerin de toplam veri sayisinin %1’inden fazla olmamasi gerektigi belirtilmistir (Linacre, 2017). Bu calismada toplam gozlem sayisi 2784 (58 x 12 x 4) olup, ±2 araliginin disinda kalan standartlastirilmis artik degerlerin sayisi 116 (%4.17) ve ±3 araliginin disinda kalan standartlastirilmis artik degerlerin sayisi ise 28 (%1.ff01) oldugundan mevcut calisma icin model veri uyumunun saglandigi gorulmektedir.

Investigation of Rater Tendencies and Reliability in Different Assessment Methods with Many Facet Rasch Model

One of the most commonly used methods for measuring higher-order thinking skills, such as problem-solving and written expression is open-ended items. Three main approaches are used to evaluate responses to open-ended items: general evaluation, rating scale, and the rubric. In order to measure and improve the problem-solving skills of the students, firstly, an error-free measurement process should be performed. Error caused by rater is a common problem in the evaluation of open-ended items. Errors caused by the rater, such as bias, high or low tendency to score, adversely affect the accuracy of decisions to be made. In this study, the raters' tendencies are evaluated in terms of general evaluation, rating scale, and rubric conditions used to evaluate open-ended items. The rater behaviors in each assessment method and the raters' opinions about the assessment methods were determined. The participants of the study consisted of 12 different mathematics teachers, and the analyses were based on the Many Facet Rasch Model. The scoring reliability of each method was estimated. When using the rating scale, it was concluded that the raters had a more homogeneous scoring tendency. In addition, while the majority of raters stated that they prefer to use rubric, the most difficult method to use was stated by the raters.

Multirater Assessment to Teacher Professionalism based on Pedagogical Content Knowledge

The Indonesian Government has performed teacher certification program since the establishment of the Teacher Law No. 14 year 2005 and PCK has been acknowledged as the indicator of science teachers’ professionalism in some countries. Therefore, this research aims to explore teachers’ PCK as a case study to 20 middle school science teachers with different teaching experiences in the special Region of Yogyakarta, Indonesia. This research was conducted in PCK planning and enacted PCK by collecting lesson plans, recorded the learning activities in the classroom, and structured interviews. The assessment to all research material was employed by 6 raters using PCK assessment rubric consisting of 12 items that was later analyzed with Many Facet Rasch Model. The analysis result informed that all items had good validity and reliability. This study found that only 15% of participants were classified as good teachers’PCK. In-depth analysis on the difficulty level item concluded that the teacher participant’s PCK ability on the representation and conceptual teaching strategies aspects still needed to be improved.

The Architectural Creativity Test Development: A Many Facet Rasch Model Analysis to Establish Inter-Rater Reliability

This main purpose of this study is to validate the structure of creativity test’s internal consistency in the field of architecture. Method of analysis’s done by Many Facet Rasch Model (MFRM) approach using Facet Program. There were 44 High School students of Public, Private, and Vocational School, also 2 nd and 8 th semester Architecture College students involved as participants. Three person become raters, and assessed the participants, which consist of two academicians (Architecture lecturers) and one professional Architect. Analysis of Facet Program’s indicates the comparison between exact agreements value and expected agreements value is very small. So that it produce a very high reliability coefficient (> 0.8). The result shows that rater’s interpretation is very good that it can provide stable and consistent evaluation. It also indicates the agreement for evaluation’s score given. Rater’s agreement also strengthen the evidence that constructed items are relevant with measuring attributes and represent overall measurable domains. Keyword : Inter Rater Reliability, Creativity, Architecture

The role of secure attachment, empathic self-efficacy, and stress perception in causal beliefs related to mental illness - a cross-cultural study: Italy versus Israel.

BackgroundResearch suggests that “mental illness etiological beliefs” and attitudes toward mentally ill people are significantly related; it has also been demonstrated that adult attachment style and empathic self-efficacy affect such attitudes. Moreover, community or regional culture has a significant impact on etiology beliefs and attitudes toward the mentally sick.Materials and methodsWe carried out this study in Italy and Israel among psychology students to compare two cultures in regards to causal beliefs of mental disorders and the roles that specific variables, such as secure attachment, empathic self-efficacy, and stress, play in etiological beliefs. The participants (N=305) were students who belonged to two universities: Padua (N=183) and Haifa (N=122). The Many Facet Rasch Model (MFRM) was applied in a cross-cultural perspective to analyze the differential functioning of specific etiological beliefs in relation to the above mentioned variables; the effect of gender and religious beliefs was also entered in the MFRM.ResultsThe two cultures reacted differently to the biogenetic and psychosocial causal explanations of mental disorders: Israeli students endorsed the biogenetic causal beliefs model more frequently than the Italians. Among other findings, concerning the biogenetic model, the Italian students were predominantly males, who declared to be religious and reported lower levels of secure attachment than Israelis. On the other hand, the Israeli students who manifested a preference toward the biogenetic explanation were mostly females, who declared not to be religious and who manifested higher levels of secure attachment than the Italians.ConclusionThis article is expected to contribute to the improvement of the understanding of general public’s etiological beliefs of mental illness. Similarities and differences between the two cultures, Israel and Italy, have been highlighted on the basis of the MFRM analysis. The effect that interpersonal relations, such as attachment style, perceived empathy, and stress, have on etiological beliefs was also investigated.

Assessment of Holistic Child Development Based on Performance Assessment Using Many Facet Rasch Model

Assessment of Holistic Child Development Based on Performance Assessment Using Many Facet Rasch Model

Validating Measure of Authentic Assessment Standard for Children’s Development and Learning Using Many Facet Rasch Model

Validating Measure of Authentic Assessment Standard for Children’s Development and Learning Using Many Facet Rasch Model

Calibrating Charisma: The many-facet Rasch model for leader measurement and automated coaching

No one is a leader unless others follow. Consequently, leadership is fundamentally a social judgment construct, and may be best measured via a Many Facet Rasch Model designed for this purpose. Uniquely, the MFRM allows for objective, accurate and precise estimation of leader attributes, along with identification of rater biases and other distortions of the available information. This presentation will outline a mobile computer-adaptive measurement system that measures and develops charisma, among others. Uniquely, the approach calibrates and mass-personalizes artificially intelligent, Rasch-calibrated electronic coaching that is neither too hard nor too easy but “just right” to help each unique leader develop improved charisma.

Comparison of Self, Peer and Instructor Assessments in the Portfolio Assessment by Using Many Facet Rasch Model

Comparison of Self, Peer and Instructor Assessments in the Portfolio Assessment by Using Many Facet Rasch Model Ismail Karakaya Abstract The purpose of this study was to compare self, peer and instructor assessments during the assessment of portfolios prepared by prospective teachers. The many facet Rasch Model was used for this purpose. Four facets were determined for the application of the many facet Rasch Model. These facets were students’ achievement of criteria; prospective teachers’ gender; severity/leniency of self, peer and instructor assessments; and criteria used in the portfolio assessment. The participants of the study were 74 prospective teachers who were third-year students in University and who were taking the Measurement and Evaluation course and preparing a portfolio within the scope of the course. The rubric, which was prepared by the researcher and composed of 7 criteria, was used as the data collection instrument in the research. As a result of the analysis, it was seen that the students with high achievement levels had better portfolio performances, and that the female students’ performances were better than those of the male students. When self, peer and instructor assessments were compared, it was concluded that self-assessments were the most lenient while peer assessments were the severest, and that there was a statistically significant difference among the raters. Full Text: PDF DOI: 10.15640/jehd.v4n2a22