Classical and rasch analyses of dichotomously scored reading comprehension test items

This study demonstrates the use of both the classical and the Rasch Model item analyses in an attempt to evaluate the quality of reading test items used in an English Language placement test context. Thirty-five dichotomously scored items from the reading comprehension section of the placement test...

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Main Authors:	Zubairi, Ainol Madziah, Abu Kassim , Noor Lide
Format:	Article
Language:	English
Published:	Malaysian English Language Association (MELTA) 2006
Subjects:	LB2300 Higher Education PE English
Online Access:	http://irep.iium.edu.my/36540/ http://irep.iium.edu.my/36540/ http://irep.iium.edu.my/36540/1/NLAK-Malaysian_Journal_of_ELT_Research-Classical_and_Rasch_Analyses_of_Dichotomously_Scored_reading_Comprehension_Test_Items.pdf

id	iium-36540
recordtype	eprints
spelling	iium-365402014-05-07T06:35:28Z http://irep.iium.edu.my/36540/ Classical and rasch analyses of dichotomously scored reading comprehension test items Zubairi, Ainol Madziah Abu Kassim , Noor Lide LB2300 Higher Education PE English This study demonstrates the use of both the classical and the Rasch Model item analyses in an attempt to evaluate the quality of reading test items used in an English Language placement test context. Thirty-five dichotomously scored items from the reading comprehension section of the placement test administered to the Matriculation Centre students of the International Islamic University Malaysia (IIUM) were subjected to both the Classical and Rasch Model analyses using statistical packages appropriate for the two analyses (SPSS and BIGSTEPS). The discriminant and difficulty indices of the items and the classification of the items according to their item characteristics based on Classical Test Theory are reported along with the results of the Rasch analysis of the same set of items. The characteristics of the items based on the two analyses are compared in an attempt to demonstrate the amount of information gained and the usefulness of the more powerful Rasch Model analysis in investigating item quality and test reliability. Given the type of decisions made on the basis of test scores in high-stakes tests, this study demonstrates the need to apply not just the classical approach, but also the need to incorporate modern measurement theory in the evaluation of high-stakes tests. Malaysian English Language Association (MELTA) 2006-03 Article PeerReviewed application/pdf en http://irep.iium.edu.my/36540/1/NLAK-Malaysian_Journal_of_ELT_Research-Classical_and_Rasch_Analyses_of_Dichotomously_Scored_reading_Comprehension_Test_Items.pdf Zubairi, Ainol Madziah and Abu Kassim , Noor Lide (2006) Classical and rasch analyses of dichotomously scored reading comprehension test items. Malaysian Journal of ELT Research, 2. pp. 1-20. ISSN 1511-8002 http://www.melta.org.my/modules/tinycontent/Dos/AinolMadziah.pdf
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB2300 Higher Education PE English
spellingShingle	LB2300 Higher Education PE English Zubairi, Ainol Madziah Abu Kassim , Noor Lide Classical and rasch analyses of dichotomously scored reading comprehension test items
description	This study demonstrates the use of both the classical and the Rasch Model item analyses in an attempt to evaluate the quality of reading test items used in an English Language placement test context. Thirty-five dichotomously scored items from the reading comprehension section of the placement test administered to the Matriculation Centre students of the International Islamic University Malaysia (IIUM) were subjected to both the Classical and Rasch Model analyses using statistical packages appropriate for the two analyses (SPSS and BIGSTEPS). The discriminant and difficulty indices of the items and the classification of the items according to their item characteristics based on Classical Test Theory are reported along with the results of the Rasch analysis of the same set of items. The characteristics of the items based on the two analyses are compared in an attempt to demonstrate the amount of information gained and the usefulness of the more powerful Rasch Model analysis in investigating item quality and test reliability. Given the type of decisions made on the basis of test scores in high-stakes tests, this study demonstrates the need to apply not just the classical approach, but also the need to incorporate modern measurement theory in the evaluation of high-stakes tests.
format	Article
author	Zubairi, Ainol Madziah Abu Kassim , Noor Lide
author_facet	Zubairi, Ainol Madziah Abu Kassim , Noor Lide
author_sort	Zubairi, Ainol Madziah
title	Classical and rasch analyses of dichotomously scored reading comprehension test items
title_short	Classical and rasch analyses of dichotomously scored reading comprehension test items
title_full	Classical and rasch analyses of dichotomously scored reading comprehension test items
title_fullStr	Classical and rasch analyses of dichotomously scored reading comprehension test items
title_full_unstemmed	Classical and rasch analyses of dichotomously scored reading comprehension test items
title_sort	classical and rasch analyses of dichotomously scored reading comprehension test items
publisher	Malaysian English Language Association (MELTA)
publishDate	2006
url	http://irep.iium.edu.my/36540/ http://irep.iium.edu.my/36540/ http://irep.iium.edu.my/36540/1/NLAK-Malaysian_Journal_of_ELT_Research-Classical_and_Rasch_Analyses_of_Dichotomously_Scored_reading_Comprehension_Test_Items.pdf
first_indexed	2023-09-18T20:52:22Z
last_indexed	2023-09-18T20:52:22Z
_version_	1777410079852593152

Classical and rasch analyses of dichotomously scored reading comprehension test items

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