Pacific Rim Objective Measurement Symposium (PROMS) 2015 Conference Proceedings
Published on 6. August 2016
XXIII, 424 pages
978-981-10-1687-5 (ISBN)
Description
This book collects and organizes the original studies presented at PROMS 2015 conference on theories and applications of Rasch model. It provides useful examples of the Rasch model used to address practical measurement problems across a range of different disciplines including Item Response Theory (IRT), philosophy of measurement, dimensionality, the role of fit statistics and residuals, application, educational application, language testing, health-related research, business and industrial application and Rasch-based computer software. PROMS 2015 (Pacific Rim Objective Measurement Symposium) was held from August 20-24
th
2015, in Fukuoka, Japan. The goal of this conference is to bring together the researchers from academia, universities, hospitals, industry, management sector as well as practitioners to share ideas, problems and solutions relating to the multifaceted aspects of Rasch Model.
More details
Series
Edition
1st ed. 2016
Language
English
Place of publication
Singapore
Singapore
Publishing group
Springer Singapore
Target group
Professional and scholarly
Product notice
Reflowable
Illustrations
XXIII, 424 p. 72 illus.
File size
9,08 MB
ISBN-13
978-981-10-1687-5 (9789811016875)
DOI
10.1007/978-981-10-1687-5
Schweitzer Classification
Other editions
Additional editions
Book
08/2016
Springer
€213.99
Shipment within 15-20 days
Person
Content
- Intro
- Preface
- Reference
- PROMS Board Members (2015/2016)
- PROMS 2015 Pre-conference Workshops
- PROMS 2015 Local Committee
- Sponsors and Donors for PROMS 2015, Fukuoka, Japan
- Editorial Board Members
- Acknowledgements
- Contents
- 1 Causal Rasch Models in Language Testing: An Application Rich Primer
- Descriptive Rasch Models Versus Causal Rasch Models
- EdSphereT Reader App
- Text Complexity 719's with Artifact Correction
- Notes
- References
- 2 Constructing the Human Figure Drawing Continuum: One Scale is 'Good Enough'
- Introduction
- Background
- Development of the Goodenough Draw-a-Man Test (GDAMT)
- Development of the Goodenough-Harris Drawing Test (GHDT)
- Research Objective
- Method
- Sample
- Data Collection
- Data Analysis
- Results
- Overview
- Unidimensionality
- GHDT Sub-test Comparisons
- Development of the Human Figure Drawing Continuum
- Discussion
- Implications
- Limitations
- Conclusion
- References
- 3 Using MFRM and SEM in the Validation of Analytic Rating Scales of an English Speaking Assessment
- Introduction
- MFRM and SEM
- Context of this Study
- The Fudan English Test (FET)
- The Speaking Component of the FET
- Methodology
- Participants
- Data Collection
- Data Analysis
- Results and Discussion
- MFRM Analysis
- SEM Analysis
- Conclusions, Limitations, and Implications
- Acknowledgments
- References
- 4 A Rasch Model Analysis of the "Four L2 Anxieties"
- Introduction
- Background of the Issue
- Definitions of Anxiety
- Conceptual Problems
- Measurement Problems
- Methods
- Participants
- Instruments
- Procedures
- Results
- Likert Category Utility and Item Misfit Analysis
- Rasch Item and Person Reliability and Separation
- Rasch Principal Components Analysis of Residuals
- Discussion
- Conclusion
- Notes
- References
- 5 Examining the Psychometric Quality of a Modified Perceived Authenticity in Writing Scale with Rasch Measurement Theory
- Literature Review
- What Is Authenticity?
- Why Does Authenticity in Writing Matter?
- What Factors May Be Impeding Authenticity in Writing Instruction?
- Is There Evidence that Large-Scale Writing Assessments Are Reducing Authenticity?
- Methods
- Instrument
- Participants
- Data Collection and Data Analysis
- Findings
- Model 1 Results
- Model 2 Results
- Discussion
- Conclusion
- Appendix
- References
- 6 Multifaceted Rasch Analysis of Paired Oral Tasks for Japanese Learners of English
- Introduction
- Previous Studies on Paired Orals
- Current Study
- Method
- Participants
- Materials and Procedures
- Analyses
- Results and Discussion
- Does the Test Have a Unitary Factor Structure Underlying the Paired Oral?
- Do All Tasks and Raters Fit the Rasch Model?
- Do Test Tasks Have a Wide Range of Difficulty and no Wide Gaps in Difficulty?
- Is the Difficulty of Student Cards Equal?
- Does the Holistic Rating Scale Function Properly?
- How Many Tasks and Raters Are Minimally Needed to Obtain Sufficient Reliability?
- Conclusion
- Acknowledgement
- References
- 7 The Scale of Reflective Process in Social Work Practicum
- The Concept of Reflection
- The Reflective Process
- Approaches to Assessing the Reflective Process
- Method
- Participants
- The Reflective Process in Practicum Scale (RPPS)
- Data Analysis
- Results
- Discussion
- References
- 8 Validation of the Pre-licensure Examination for Pre-service Teachers in Professional Education Using Rasch Analysis
- Introduction
- Literature Review
- Role of Assessment
- Tests
- Characteristics of a Good Test
- Classical Test Theory
- IRT and Rasch Model
- Differential Item Functioning
- Licensure Tests
- Examining the PLET Items
- Pre-licensure Examination for Teachers Test (PLET)
- Item Analysis Using the Rasch Model
- The Data
- Findings
- Item Analysis of the Curriculum Items
- Item Analysis of the Teaching Profession Items
- Item Analysis of the Educational Technology Items
- Item Analysis of the Social Dimension Items
- Item Analysis of the Assessment Items
- Item Analysis of the Principle of Teaching Items
- Item Analysis of the Theories of Learning Items
- Differential Item Functioning (DIF) of the Pre-licensure Examination for Teachers (PLET) Items
- DIF in Curriculum Items
- DIF in Teaching Profession Items
- DIF in Educational Technology Items
- DIF in Social Dimension Items
- DIF in Assessment Items
- DIF in Principle of Teaching Items
- DIF in Theories of Learning Items
- Conclusion
- Recommendations
- References
- 9 Accessing Gender Bias in Malaysian Secondary School Students' Leadership Inventory (M3SLI)
- Background
- Methodology
- Psychometric Properties of Instrument
- Findings and Discussions
- Discussion
- Conclusion
- References
- 10 Measurement as a Medium for Communication and Social Action I: A Phenomenological View of Science and Society
- The Argument for a Phenomenological Approach
- First Characteristic of Phenomenology: Back to the Things Themselves
- Second Characteristic of Phenomenology: Authentic Method
- Third Characteristic of Phenomenology: Unity of Subject and Object
- Fourth Characteristic of Phenomenology: The World of the Text
- An Unmodern or Amodern Frame of Reference
- References
- 11 Measurement as a Medium for Communication and Social Action II: The Promise and Power of Being Amodern
- A Challenge for the Social Sciences
- The Press of Externalities
- Amodern Measurement Theory
- Conclusion
- References
- 12 A Hyperbolic Cosine Unfolding Model for Evaluating Rater Accuracy in Writing Assessments
- Comparing Cumulative Process and Unfolding Process
- The Hyperbolic Cosine Unfolding Model
- Using HCM for a Statewide Writing Assessment
- Discussion
- Acknowledgments
- References
- 13 Analyses of Testlet Data
- Simulation Studies
- Design
- Analysis
- Results
- An Empirical Example
- Results
- Conclusion and Discussion
- References
- 14 From Standards to Rubrics: Comparing Full-Range to At-Level Applications of an Item-Level Scoring Rubric on an Oral Proficiency Assessment
- Introduction
- Research Questions
- Methods
- Study Participants
- Data Collection Instrument
- Rating and Scoring Procedures
- Rating Methods
- Data Analysis
- Results
- Comparing Prompt Difficulty
- Discussion and Conclusions
- Discussion and Review of Findings
- Limitations and Future Research
- Conclusions
- Appendix A
- Speaking Rubric
- References
- 15 Determination of the Primary School Cooks' Knowledge, Attitude and Practice in Preparing Healthy School Meal Using Rasch Analysis
- Introduction
- Methodology
- HMP-KAP Instrument
- Data Collection
- Ethical Consideration
- Research Findings
- Demographic Profiles of the Respondents
- Classifications of the School Cooks and Their Mean HMP-KAP Scores
- Correlation Analysis of HMP-KAP Domains
- Conclusion
- Acknowledgment
- References
- 16 Science Process Skill Assessment: Teachers Practice and Competency
- Introduction
- Science Process Skill Assessment
- Methodology
- Findings and Discussion
- Demographic
- Reliability and Separation Index
- Item Polarity
- Item Fit
- Item Dimensionality
- Person-Item Maps
- Conclusion
- Appendix
- References
- 17 A Structural Model of Situational Constructs Accounting for Willingness to Communicate at a Japanese University
- Introduction
- Willingness to Communicate
- Actual Communication
- Main Antecedents of WTC
- Classroom Constructs
- Motivation Constructs
- Confidence and Anxiety-Related Constructs in the L2
- Methods
- Participants and Procedures
- Instrumentation
- Analysis for Main Study
- Assumptions
- Results
- Structural Equation Modeling
- Model Estimate of the First Model and Additional Paths
- Final WTC Model
- Discussion
- Conclusion
- Appendix A
- Classroom and Motivation Items from Main Study
- Appendix B
- Appendix C
- References
- 18 Customer Voice Retaliation (CVR) Test: Constructs Verification
- Introduction
- Rasch Analysis for Constructs Verification
- Methodology
- A. The Instrument
- B. Pre-test Study
- C. Pilot Study
- Results and Discussions
- A. Reliability
- B. Unidimensionality
- C. Goodness of Fit
- D. Category Functioning Diagnostic
- E. Wright Map
- Conclusion
- Acknowledgments
- References
- 19 A Preliminary Validity Study of Scoring for Japanese Writing Test in China
- Background
- Research Design
- Subject and Tasks
- Raters and Rubrics
- Research Purpose
- Results and Discussion
- Conclusion
- References
- 20 Verifying Measure of Supervisor-Rated Leader-Member Exchange (LMX) Relationship Using Rasch Model
- Background
- Problem Statement
- Literature Review
- Leader-Member Exchange Relationship
- Definitions of Leader-Member Exchange Relationship
- High and Low Leader-Member Exchange Relationship
- Reciprocity
- Methodology
- Findings of Study
- Reliability of the Instrument
- Discussion and Conclusion
- Future Directions
- References
- 21 Reliability and Validity Evidence of Instrument Measuring Competencies for Superior Work Performance
- Introduction
- Methodology
- Data Analysis and Findings
- Demographic Profile
- Person and Item Reliability and Separation Index
- Item Polarity
- Fit Statistics
- Item Dimensionality
- Standardized Residual Correlation
- Item Calibration
- Differential Item Functioning (DIF)
- Item Targeting
- Discussion
- Conclusion
- References
- 22 Writing Assessment in University Entrance Examinations: The Case for "Indirect" Assessment
- Research Questions
- Method
- Participants
- Materials
- Scoring
- Procedures and Data Analysis
- Results
- Discussion
- References
- 23 Developing and Evaluating a Questionnaire to Measure EFL Learners' Vocabulary Learning Motivation
- Introduction
- Self-determination Theory
- Research Purposes
- Method
- Creation of a Questionnaire for SDT Vocabulary Learning Motivation
- Data and Sample
- Data Analysis Procedures
- Results
- Items
- Reliability and Separation of Measures
- Dimensionality
- Rating Scale Categories
- The Theoretical Tenets of the Simplex-Like Structure of the SDT Scale
- Conclusion
- Appendix: Questionnaire Items (English Translation)
- References
- 24 Using Person Fit and Person Response Functions to Examine the Validity of Person Scores in Computer Adaptive Tests
- Background
- Theoretical Framework
- Method
- Data Generation
- Data Analysis
- Statistical Person Fit Analysis
- Graphical Person Fit Analysis
- Results
- Statistical Person Fit Analysis
- Graphical Person Fit Analysis
- Discussion and Conclusion
- References
- 25 The Influence of Repetition Type on Question Difficulty
- Introduction
- L2 Memory Processes
- Spacing Effect in L2
- Cognitive Difficulty of Questions
- Methods
- Results
- Rasch Fit Statistics
- Discussion
- References
- 26 A Comparison of Methods for Dimensionality Assessment of Categorical Item Responses
- Spectral Multi-manifold Clustering (SMMC)
- Multidimensional IRT Models
- Simulations
- Results
- Dichotomous Items
- Polytomous Items
- Conclusion and Discussion
- References
- 27 The Lexile Framework for Reading: An Introduction to What It Is and How to Use It
- Introduction
- Background
- The Semantic Component
- The Syntactic Component
- Calibration of Text Complexity
- The Lexile Scale
- Forecasting Comprehension with the Lexile Framework
- Using Lexile Measures
- Use the Lexile Framework to Select Books
- Teach Learning Strategies by Controlling Comprehension Match
- Target Instruction to Students' Abilities
- Help Students Set Appropriate Learning Goals
- Monitor Reading Program Goals
- Communicate with Parents Meaningfully to Include Them in the Educational Process
- Improve Students' Reading Fluency
- College, Career Readiness, and Text Complexity
- Conclusion
- References
