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Details van artikel 5 van 8 gevonden artikelen
| Titel: |
Rasch-Fitting |
| Auteur: |
Bryce, T. G. K. |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 7 (1981) nr. 2 pagina's 137-153 |
| Jaar: |
1981 |
| Inhoud: |
An analysis is made of Goldstein's contention that the assumptions and rationale of the Rasch model render it unsuitable for routine educational assessment. The argument hinges on the mechanisms underlying item discrimination and the certainty with which response patterns may be said to reflect mental processes. Consequently, the relationship between the homogeneity of test items and the dimensionality of ability is examined from a theoretical and an empirical stance. Evidence concerning the nature of good- and ill-fitting SCE O-grade physics items is provided and, at least in the circumstances studied, item-failure found to be a reflection of discrepancies between teaching and testing. In so far as we have evidence concerning the dimensions of ability, or take practical steps to ensure their reflection in item responses, the rejection of items in a Rasch analysis will lead to more homogeneity (where this refers to content coverage) and not to less heterogeneity (where this refers to the abilities tapped by items). Thus far, the case against Rasch-scaling is argued to be unduly pessimistic. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 5 van 8 gevonden artikelen
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