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Summary
Summary
While the primary purpose of the book is a celebration of John's contributions to the field of measurement, a second and related purpose is to provide a useful resource. We believe that the combination of the developmental history and theory of the method, the examples of its use in practice, some possible future directions, and software and data files will make this book a valuable resource for teachers and scholars of the Rasch method. This book is a tribute to Professor John P Keeves for the advocacy of the Rasch model in Australia. Happy 80th birthday John! xii There are good introductory texts on Item Response Theory, Objective Measurement and the Rasch model. However, for a beginning researcher keen on utilising the potentials of the Rasch model, theoretical discussions of test theory and associated indices do not meet their pragmatic needs. Furthermore, many researchers in measurement still have little or no knowledge of the features of the Rasch model and its use in a variety of situations and disciplines. This book attempts to describe the underlying axioms of test theory, and, in particular, the concepts of objective measurement and the Rasch model, and then link theory to practice. We have been introduced to the various models of test theory during our graduate days. It was time for us to share with those keen in the field of measurement in education, psychology and the social sciences the theoretical and practical aspects of objective measurement.
Table of Contents
Preface |
Part 1 Measurement and the Rasch model |
Chapter 1 Classical Test TheorySivakumar Alagumalai and David Curtis |
Chapter 2 Objective measurementGeoff Masters |
Chapter 3 The Rasch model explainedDavid Andrich |
Part 2A Applications of the Rasch Model-Tests and Competencies |
Chapter 4 Monitoring mathematics achievement over timeTilahun Mengesha Afrassa |
Chapter 5 Manual and automatic estimates of growth and gain across year levels: How close is close?Petra Lietz and Dieter Kotte |
Chapter 6 Japanese language learning and the Rasch modelKazuyo Taguchi |
Chapter 7 Chinese language learning and the Rasch modelRuilan Yuan |
Chapter 8 Applying the Rasch model to detect biased itemsNjora Hungi |
Chapter 9 Raters and examinationsSteven Barrett |
Chapter 10 Comparing classical and contemporary analyses and Rasch measurementDavid Curtis |
Chapter 11 Combining Rasch scaling and Multi-level analysisMurray Thompson |
Part 2B Applications of the Rasch Model-Attitudes Scales and Views |
Chapter 12 Rasch and attitude scales: Explanatory StyleShirley Yates |
Chapter 13 Science teachers' views on science, technology and society issuesDebra Tedman |
Chapter 14 Estimating the complexity of workplace rehabilitation task using Rasch analysisIan Blackman |
Chapter 15 Creating a scale as a general measure of satisfaction for information and communications technology usersI Gusti Ngurah Darmawan |
Part 3 Extensions of the Rasch Model |
Chapter 16 Multidimensional item responses: Multimethod-multitrait perspectivesMark Wilson and Machteld Hoskens |
Chapter 17 Information functions for the general dichotomous unfolding modelLuo Guanzhong and David Andrich |
Chapter 18 Past, present and future: an idiosyncratic view of Rasch measurementTrevor Bond |
Epilogue: Our Experiences and ConclusionSivakumar Alagumalai and David Curtis and Njora Hungi |
Appendix: IRT Software-Descriptions and Student Versions |
Bigsteps/Winsteps |
Conquest |
Rascal |
Rumm |
Ratefold/Rummfold |
Quest |
Winmira |
Subject Index |