Rasch Model Research Articles

Enhancing the Precision of the Self-Compassion Scale Short Form (SCS-SF) with Rasch Methodology

Abstract Objectives Precise measurement of self-compassion is essential for informing well-being–related policies. Traditional assessment methods have led to inconsistencies in the factor structure of self-compassion scales. We used Rasch methodology to enhance measurement precision and assess the psychometric properties of the Self-Compassion Scale Short Form (SCS-SF), including its invariance across Ghana, Germany, India, and New Zealand. Method We employed the Partial Credit Rasch model to analyse responses obtained from 1000 individuals randomly selected (i.e. 250 from each country) from a total convenience sample of 1822 recruited from the general populations of Germany, Ghana, India, and New Zealand. Results The initial identification of local dependency among certain items led to a significant misfitting of the SCS-SF to the Rasch model (χ2 (108) = 260.26, p < 0.001). We addressed this issue by merging locally dependent items, using testlets. The solution with three testlets resulted in optimal fit of the SCS-SF to the Rasch model (χ2 (27) = 23.84, p = 0.64), showing evidence of unidimensionality, strong sample targeting (M = 0.20; SD = 0.72), and good reliability (Person Separation Index = 0.71), including invariance across sociodemographic factors. We then developed ordinal-to-interval conversion tables based on the Rasch model’s person estimates. The SCS-SF showed positive correlations with measures of compassion towards others, optimism, and positive affect, alongside negative associations with psychological distress and negative affect. Conclusions The current study supports the reliability, as well as the structural, convergent, and external validity of the SCS-SF. By employing the ordinal-to-interval conversion tables published here, the precision of the measure is significantly enhanced, offering a robust tool for investigating self-compassion across different cultures.

Rasch model of teacher readiness instrument for implementing science learning based on Balinese local wisdom

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Systematic review of the Health Literacy Questionnaire (HLQ) for global health literacy development

Abstract Background The Health Literacy Questionnaire (HLQ) is used to inform programs and policies in more than 80 countries. It is a key needs assessment in the Ophelia (Optimising Health Literacy and Access) process, a codesign process to build effective interventions. Ophelia is applied in the European Commission Joint Action on Cardiovascular Diseases and Diabetes initiative (25 projects/13 countries). Given growing demand, an Ophelia digital platform is being developed, and confirmation of robust HLQ psychometric evidence is needed for user confidence in the interpretation and use of HLQ scores in their contexts. This study is a review of the HLQ. Methods Developed in Australia in 2013, the HLQ measures nine health literacy domains and is translated to 40 languages. A March 2024 PRISMA systematic search (PROSPERO CRD42022361966) identified 257 articles, which were screened for evidence about internal structure and reliability. Results Across 15 countries/languages, 22 articles were included. Study samples included diverse groups, settings and contexts. Out of the 18 studies that used factor analysis, three used the Bayesian approach. All 15 classical factor analysis studies reported satisfactory fit indices in restricted 9-factor models (range CFI=0.841 to 0.995, TLI=0.826 to 0.969, RMSEA=0.048 to 0.084), except two required correlated residuals for acceptable fit indices. Factor loadings were significant except for five items across five studies (range .20 to .99). Three studies used Rasch modelling and found all domains had unidimensionality except for Domain 9 in one study. Most studies reported Cronbach’s alpha (range .57 to .95) across all domains, with only three studies reporting α<.7. Conclusions The HLQ has exceptional robust psychometric properties across cultures and languages, paving the way for users to have confidence in HLQ psychometric validity evidence on the upcoming Digital Ophelia platform to support scaling up of health literacy development. Key messages • The HLQ has robust psychometric properties across countries and languages. • The HLQ 9-domain profiles can inform intervention development for equitable health outcomes.

Measuring communicative health literacy – a revision of the HLS19-COM-P scale

Abstract Background Communicative health literacy (COM-HL) is important for patients being able to actively participate in communication with health care professionals, such as physicians. The HLS19-COM-P scale was developed for measuring COM-HL in the M-POHL HLS19 survey. However, two items under-discriminated according to the Rasch model and the item set did not sufficiently capture the aspect of appraising health information. Consolidating both a long and short version into a single scale was deemed appropriate. Hence, this study aimed to develop a revised version of the COM-HL scale. Methods The revision and development of new items followed a Delphi process. Items that worked well psychometrically in the six-item version of the HLS19-COM-P were kept, and new items concerning appraising information were developed. The revised version of the scale has so far been translated into nine languages (BG, CZ, DE, FR, HU, IT, NO, SK, UA). Challenging translation terms underwent multiple discussions to ensure language consistency. The interpretability of items has been explored in cognitive interviews in six countries (AT, CZ, HU, IT, SK, and UA) so far. Items that were difficult to understand were revised and tested in new interviews. The evaluation of the scale’s psychometric properties is scheduled for May and June 2024. Results The revised scale consists of eight items - two items for each of the cognitive domains of accessing, understanding, appraising, and applying health information. One item in each of these domains focuses on the interactive aspect of communication. An instruction for translation of terms that were challenging to translate has been developed. Overall, the revised HLS19-COM-P was well accepted in the cognitive interviews. Results from the quantitative testing will be presented. Conclusions The adapted HLS24-COM-P scale developed for the M-POHL Health Literacy Survey 2024-2026, is a short and conceptually sound instrument for measuring COM-HL.

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.

Measuring undergraduate evolution learning using the CANS: psychometric strengths and limitations

BackgroundEvolution continues to be one of the most difficult biological topics to teach, warranting innovative pedagogical tools and assessment strategies for enhancing evolutionary instruction. A major advance in measuring the evolution knowledge of undergraduate students came with the development of the Conceptual Assessment of Natural Selections (CANS). In this study, we use the CANS to measure knowledge and learning of natural selection in a large (N > 6000) sample of undergraduate students to expand upon prior validity testing of this instrument and advance knowledge of student evolutionary reasoning. We apply the Rasch measurement framework to examine if the CANS productively measures the intended construct and investigate the patterns of knowledge and learning about evolution among students with different backgrounds and demographic characteristics.ResultsWhile a unidimensional Rasch model demonstrated acceptable reliabilities and fit for most of the CANS items, some items showed problematic fit statistics and were resistant to instruction. The instrument items also did not span the full range of student abilities, which suggests relatively low measurement precision. Our large sample also allowed rigorous tests of multidimensionality, revealing the presence of multiple dimensions or constructs, some of which may not be intentional. These results generated specific item-level recommendations for improving this instrument. Using Rasch measures to examine learning patterns, we found that pre-test evolution knowledge was low but that there were high learning gains by the end of the course. However, some concept categories were found to be more difficult than others, suggesting the need for more attention to these areas by instructors. We also identified pre-test disparities in evolutionary knowledge by socially defined race and biological sex, yet students from all groups achieved comparable learning gains at the end of the course.ConclusionThe CANS holds great potential to generate critical insights about student evolutionary reasoning and provide information about which instructional approaches most effectively mitigate the notable knowledge disparities among students. We leverage the findings of this study to propose tangible ways in which this instrument may be improved in order to better achieve both of these goals.

Discussion: The Rhinoplasty Rosetta Stone: Using Rasch Analysis to Create and Validate Crosswalks between the NOSE and the SCHNOS Functional Subscale.

Discussion: The Rhinoplasty Rosetta Stone: Using Rasch Analysis to Create and Validate Crosswalks between the NOSE and the SCHNOS Functional Subscale.

Strengthening Rasch Modeling for Objective and Fair Assessment for Chemistry Teachers

The competence of a good chemistry teacher will contribute to a fair assessment ability. This service aims to improve the professional competence of the sub-field of assessment for chemistry teachers at madrasahs in the Mranggen sub-district. This service is participatory by processing the results in a quantitative descriptive manner with one variable, namely the professional competence of the teacher's assessment. Service Locations in Madrasahs, Mranggen District. The number of participants in this service is 20 active chemistry teachers. Data collection techniques using closed and open questionnaires. Data validity uses content validity. Data reliability using Croncbach's Alpha technique. Data analysis techniques use the percentage formula to determine the achievement of each component through statistical data. The results of Community Service found that the professional competence of chemistry teachers at madrasas in the Mranggen sub-district was on average in the very good category, but variations in the use of assessment software were very lacking and had never been carried out. The service contribution gives a good value for changes in the ability to use the Rasch model assessment software after the service is over, but this depends on the amount of motivation the participants have.

A measurement scale for material deprivation: A model‐based approach

The prevailing practice of defining classes of material deprivation based on the raw sum of a relatively small number of binary items has obvious advantages in terms of communication and ease of use. Do two people with the same raw score always have the same level of deprivation? This paper examines the methodological foundations of the raw score, comparing classical test theory with model‐based test theory such as Rasch measurement and item response theories. After discussing the merits and limitations of the different approaches, the paper legitimizes the raw score when the assumptions of the Rasch model are met. Based on the analytical procedure of the Rasch model and using the pre‐Covid data from the Survey on Income and Living Conditions, the paper also suggests how to develop a European scale for measuring material deprivation that ensures comparability across European countries.

The equivalence of a high-stakes objective structured clinical exam adapted to suit a virtual delivery format.

The COVID-19 pandemic necessitated rapid adaptation of clinical competence assessments, including the transition of Objective Structured Clinical Examinations (OSCE) from in-person to virtual formats. This study investigates the construct equivalence of a high-stakes OSCE, originally designed for in-person delivery, when adapted for a virtual format. A retrospective analysis was conducted using OSCE scores from the Internationally Educated Nurse Competency Assessment Program (IENCAP®). Data were collected from 15 exam administrations between January 2018 and June 2022, encompassing 2021 examinees (1936 in-person, 85 virtual). The Many-Facet Rasch Measurement (MFRM) model was employed to analyze the invariance of examinee ability, case difficulty, and criteria difficulty across in-person and virtual formats. Results revealed overall examinee ability estimates remained invariant regardless of the OSCE format, while invariant violations were identified in only three of the 15 cases (N = 20%) adapted to suit the virtual format. The most significant adaptation, namely the use of a verbal physical examination to suit the virtual context achieved equivalence to its hands-on in-person counterpart given evidence of invariance across criteria estimates. Interestingly, criteria scores in invariant violated cases displayed a higher level of stability or consistency across the virtual OSCE formats versus their in-person counterpart highlighting a potential benefit of the virtual versus in-person format and potentially linked to the verbal physical examination. The study found that while examinee ability and case difficulty estimates exhibited some invariance between in-person and virtual OSCE formats, criteria involving physical assessments faced challenges in maintaining construct equivalence. These findings highlight the need for careful consideration in adapting high-stakes clinical assessments to virtual formats to ensure fairness and reliability.

Rasch analysis of the new general self efficacy scale: an evaluation of its psychometric properties in older adults with low vision

BackgroundWhile general self-efficacy is known to relate to achievement in many areas, it has rarely been evaluated in individuals with low vision. Here we explore the psychometric properties and targeting of the New General Self Efficacy Scale (NGSES) using Rasch analysis in data collected from older adult clinical trial participants with low vision.MethodsParticipants (n = 121) completed pre-intervention telephone questionnaires (i.e., NGSES, Activity Inventory (AI), Beck Depression Inventory (BDI), SF-36, and the Telephone Interview for Cognitive Status (TICS). Rasch analysis using the Method of Successive Dichotomizations (MSD) was applied to NGSES, AI, and BDI datasets to estimate person and item measures, and ordered rating category thresholds.NGSES infit mean square statistics and standard errors were analyzed to test whether data fit Rasch model requirements, and targeting was assessed by comparing distributions of person and item measures. Multiple linear regression evaluated the influence of participant characteristics on NGSES person measures.ResultsThere was a significant difference (p = 0.01) in the distributions of NGSES person measures (mean = 0.85, range -2.1-3.2) and item measures (mean = 0, range -1.0-0.72). Infit mean square statistics and standard errors for item and person measures conformed to expectations of the Rasch model.Greater NGSES person measure was related to lower BDI person measure (β = -0.48, p < 0.0005, 95% CI -0.67—-0.28) and higher AI person measure (β = 0.11, p = 0.047, 95% CI 0.0013 – 0.22) after controlling for cognitive status (TICS). Other variables including SF-36, visual acuity, and patient demographics were not related to NGSES person measure.ConclusionsWhile NGSES person measures estimated from a low vision patient population conformed to basic Rasch model requirements, the significant differences in the person and item measure distributions indicate poor NGSES targeting, specifically a ceiling effect. Therefore, there is limited discrimination between persons at the upper end of the scale. While further work can evaluate how self-efficacy may be associated with other factors in the low vision patient population, the ceiling effect found in this study cautions interpretation of NGSES results for those with high general self-efficacy.Trial registrationPre-registered on clinicaltrials.gov, identifier NCT04926974.

Translation and internal content validation of the Swedish version of the Brachial Assessment Tool (BrAT).

To translate and culturally adapt the Brachial Assessment Tool (BrAT) into Swedish and evaluate the internal consistency, and internal content validity using Rasch analysis in patients with traumatic brachial plexus injuries (TBPI). The translation was made in accordance with international guidelines. TBPI patients were identified in clinical records. The BrAT-Swe was sent out to patients by post. Internal consistency was assessed using Cronbach alpha and content validity using Rasch analysis evaluating fit to the Rasch model, threshold response, local dependency, dimensionality, differential item functioning (DIF), and targeting. The translation of the BrAT was completed without major discrepancies. A total of 164 patients completed the BrAT-Swe. Internal consistency ranged from 0.90 to 0.98. Rasch analysis supported the content validity. All subscales demonstrated fit to the model with no local dependency, minimal disordered thresholds and no unidimensionality. Uniform DIF for item 6 by age, was identified. Minimal differences in hierarchical ordering were identified. This study presents a Swedish translation of the BrAT (BrAT-Swe) and has demonstrated that the translated BrAT-Swe is well adapted for Swedish circumstances. Analysis supports the internal content validity of the BrAT-Swe as a unidimensional targeted PROM designed to assess activity limitation after TBPI.

Nationally representative estimates of food insecurity during COVID‐19: An investigation of the Food Insecurity Experience Scale in Australia

AbstractThe purpose of this paper was to measure the prevalence of food insecurity (FI) in Australia during the COVID‐19 pandemic using the 8‐item Food Insecurity Experience Scale (FIES). Employing the Household, Income and Labour Dynamics in Australia (HILDA) survey, Rasch models alongside a discrete method were used to investigate the severity of FI and robustness of the 8‐item FIES during 2020–2021. Our results indicate that during 2020–2021, 6.47% of Australians experienced moderate or severe FI and 2.93% experienced severe FI. Validation tests following United Nations guidelines show similar weighted and unweighted results and consistency with the discrete method. Infit and outfit metrics, alongside measures of reliability and residual correlations, were all within the expected range. We conclude that the FIES administered as part of Wave 20 of the HILDA survey was a suitable instrument for measuring the prevalence of FI at a representative population level. Although Australia has been measuring FI for 40 years, it has been characterised by measurement inconsistency, inadequacy and infrequency, resulting in insufficient data for policymaking. Reliable representative population estimates of the extent of FI in Australia provides critical intelligence for an effective policy response.

Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study

This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88% moderately engage in online educational content and social media conversations. A smaller group (13.93%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p < 0.001), demographic factors did not indicate a substantial influence on creativity in teaching practices. Additionally, a Rasch-Wright map analysis unveiled that over half of the participants displayed strong creativity in teaching, with a notable inclination among younger teachers towards innovative and student-centered pedagogical strategies. The findings of the current study highlight the need for further exploration into the dynamics between informal digital learning, demographics, and creative teaching approaches, emphasizing the potential for fostering innovative pedagogical practices in language education.

Capturing autonomy, competence, and relatedness at work: further examining and validating an English language version of the work-related basic need satisfaction scale.

Self-Determination Theory (SDT) maintains that the satisfaction of the basic psychological needs for autonomy, competence, and relatedness is associated with optimal individual functioning, including in the workplace. A self-report instrument, the Work-related Basic Need Satisfaction scale (W-BNS), has previously been developed and validated in Dutch and Italian. We aimed to validate an English version of the W-BNS. We also evaluated a bifactor model to assess the extent to which the item responses could be explained by a single, underlying general latent trait. A Rasch calibration was also carried out to assess the extent to which the scores conformed to the assumptions of 'fundamental measurement' and could be converted to a common metric. We used data from 141 staff employed by a large UK-based mental health service provider. The postulated three-factor structure provided a good fit to the data. However, a bifactor model, introducing an underlying general factor, provided a superior fit. The items generally conformed to the Rasch measurement model. Evidence of convergent/divergent validity was observed via the correlations between the W-BNS scores and those for the Basic Psychological Needs Satisfaction and Frustration Scale (BPNFS). Regarding construct validity, both the separate needs and total W-BNS scores statistically significantly predicted an individual's reported intention to leave the current employer. Our findings foster research with the WBNS and have implications for how the W-BNS is optimally implemented in practice as a useful brief tool for assessing staff work-related need satisfaction.

Psychometric evaluation of the Swedish version of ages and stages questionnaire social-emotional: second edition for parents of children 18 months of age

BackgroundSocial and emotional development are important aspects of young children’s well-being but can be difficult to assess during the first years of life. The Ages and Stages Questionnaire: Social-Emotional Second Edition (ASQ:SE-2) is a parent-rated assessment tool for child socioemotional development between 1 and 72 months of age. In this study, we examined the psychometric properties of this instrument in 18-month-old Swedish children.MethodsData from 586 Swedish-speaking parents of 18-month-old children were included. In addition to the ASQ:SE-2, parents also completed the Social-Emotional Assessment/Evaluation Measure (SEAM), and the child’s socioemotional development was assessed by a nurse at the Child Health Services. We used exploratory factor analysis and Rasch methodology to explore dimensionality and item properties of the ASQ:SE-2. Furthermore, we used Pearson and Spearman rank correlations to study associations with the SEAM and the nurse assessment.ResultsAn exploratory factor analysis suggested a one-factor model for the ASQ:SE-2 items. However, several items showed weak factor loadings, and a final scale including 18 of the original 29 items was further explored. The Rasch analysis revealed problems with targeting, and the final scale showed acceptable reliability only in the 22% with the highest levels of socioemotional difficulties. The total score of the final version showed a strong association with the parent-rated SEAM but a weak association with the nurse observations. We labeled the reduced 18-item scale Social Interaction.ConclusionsThe results of this study highlight that the original Swedish version of the ASQ:SE-2 for 18-month-old children may not be an adequate tool for assessing social and emotional competencies in a normal population since acceptable reliability was reached only in children with the greatest difficulties (above the 78th percentile). In conclusion, the suggested 18-item version works best either as a screening instrument for problems with social interaction or as a continuous measure of such problems in children with high levels of social interaction difficulties.

Rasch analysis of quality of life in children with vernal keratoconjunctivitis (QUICK) questionnaire

ABSTRACT Clinical relevance A validated questionnaire measures the construct accurately, helps clinician to support decision making, facilitates assessment and monitoring of patients, guides clinical trial and promotes patient-centred care. Background To assess the psychometric properties of the Quality of Life in Children with Vernal Keratoconjunctivitis (QUICK) questionnaire among Indian children with Vernal Keratoconjuntivitis (VKC) using Rasch analysis. Methods This study used a questionnaire validation study design. The QUICK questionnaire for VKC was translated to two local languages using back translation process and administered to the Indian children (aged 5–15 years) diagnosed with VKC between June 2021 and March 2022. The study took place at a tertiary eye care hospital in Chennai, India. The psychometric properties were assessed based on six indicators namely rating scale behaviour, measurement precision, item fit, unidimensionality, targeting and Differential Item Functioning (DIF). Results Fifty six children with VKC (mean age 10.5 years and 77.8% males) filled the questionnaire. The analysis of overall QUICK questionnaire (16 items) revealed an ordered threshold for the rating scale, no noticeable DIF and excellent person-item targeting (0.15). However, the questionnaire showed inadequate person separation (PSI 1.82 and PSR 0.77), four misfit items and lack of unidimensionality (eigenvalue 2.80). Eliminating misfit items and contrasting items resolved multidimensionality, leaving nine items related to the symptoms domain in the questionnaire. However, the person separation (PSI 1.52 and PSR 0.70) remained below 2.0. Conclusion The resultant 9-item QUICK questionnaire discriminates only low and high performers among VKC patients. Thus, it may be used solely to assess the symptoms domain in Health Related Quality of Life (HRQoL). This questionnaire requires addition of items in other domains pertaining to HRQoL to make it holistic.

Psychometric Evaluation of Women's Knowledge of Healthcare Rights and Perception of Resource Scarcity during Maternity.

Background/Objectives: Resources to cope with maternity and women's participation are essential modulators of maternal well-being. Therefore, it is relevant that the psychosocial factors of woman be monitored during maternity to promote adequate healthcare. This study involved the design and the validation of two new tools that identify women's knowledge of healthcare rights (MatCODE) and perception of resource scarcity (MatER) during pregnancy, labor and early postpartum; Methods: The content validity was carried out using the Aiken's V coefficient and the content validity index (CVI-i) based on five experts. In addition, for the face validity, the pilot cohort was considered the INFLESZ scale. Finally, the questionnaires were applied to 185 women, which allowed to assess the construct validation by factorial and Rasch analysis. The divergent validity was also studied with validated psychological questionnaires; Results: MatCODE and MatER questionnaires received CVI-i and Aiken's V > 0.80 values, and the INFLESZ demonstrated acceptable semantic understanding. The analysis confirms the unidimensionality of the questionnaires, with fit values for MatCODE of RMSEA = 0.113 [0.105; 0.122] and for MatER of RMSEA = 0.067 [0.063; 0.072]. The divergent validity showed significant and consistent correlations with the constructs assessed. For MatCODE, ω = 0.95 and α = 0.94, and for MatER, ω = 0.79 and α = 0.78; Conclusions: MatCODE and MatER are useful new tools for monitoring maternal healthcare, with adequate psychometric characteristics in the Spanish context.

Developing and evaluating an e-learning and e-assessment tool for organic chemistry in higher education

A convincing e-learning system for higher education should offer adequate usability and not add unnecessary (extraneous) cognitive load. It should allow teachers to switch easily from traditional teaching to flipped classrooms to provide students with more opportunities to learn and receive immediate feedback. However, an efficient e-learning and technology-enhanced assessment tool that allows generating digital organic chemistry tasks is yet to be created. The Universities of Bonn and Duisburg-Essen are currently developing and evaluating an e-learning and technology-enhanced assessment tool for organic chemistry. This study compares the effectiveness of traditional paper-pencil-based and digital molecule-drawing tasks in terms of student performance, cognitive load, and usability—factors that all contribute to learning outcomes. Rasch analysis, t-tests, and correlation analyses were used for evaluation, revealing that the developed system can generate digital organic chemistry tasks. Students performed equally well on simple digital and paper-pencil molecule-drawing tasks when they received an appropriate introduction to the digital tool. However, using the digital tool in two of three studies imposes a higher extraneous cognitive load than using paper and pencil. Nevertheless, the students rated the tool as sufficiently usable. A significant negative correlation between extraneous load and tool usability was found, suggesting room for improvement. We are currently concentrating on augmenting the functionality of the new e-learning tool to increase its potential for automatic feedback, even for complex tasks such as reaction mechanisms.

Rasch analysis of the perceptions of palliative care instrument (PPCI) in patients with advanced cancer.

The Perceptions of Palliative Care Instrument (PPCI) is a tool used to access perceptions towards palliative care in patients with advanced cancer. However, its psychometric properties have not been widely tested using modern psychometric methods. This study aimed to examine the psychometric properties of the PPCI in patients with advanced cancer using Rasch analysis. Four hundred and forty four Participants were recruited from the Department of Medical Oncology at a tertiary care hospital in Xinxiang City, Henan Province, China, between October 2020 and February 2021. Participants completed the PPCI. Rasch analysis procedures were conducted, including assessment of unidimensionality, model-date fit, rating scale function, differential item functioning, item-person map, and person and item reliability. The unidimensionality of the PPCI was confirmed, although two items (18 and 21) did not fit the Rasch model. The degree of fit of each item to its respective dimension was excellent, with Infit MNSQ and Outfit MNSQ values ranging from 0.73 to 1.33. The PPCI demonstrated high reliability, with an item reliability of 0.99 and a person reliability of 0.77. The PPCI is a valid and reliable instrument for assessing perceptions of palliative care in advanced cancer patients. However, to further improve the quality and applicability of the PPCI, the deletion of items 18 and 21 is recommended, as they did not fit the Rasch model.