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Using Rasch analysis to identify uncharacteristic responses to undergraduate assessments

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posted on 23.09.2011, 08:42 authored by Antony W. Edwards, Lara AlcockLara Alcock
Rasch Analysis is a statistical technique that is commonly used to analyse both test data and Likert survey data, to construct and evaluate question item banks, and to evaluate change in longitudinal studies. In this article, we introduce the dichotomous Rasch model, briefly discussing its assumptions. Then, using data collected in an example-generation task with undergraduate mathematics students, we use Rasch analysis to (1) rank the task questions and consider this ranking in relation to students’ conceptions and (2) identify those students whose responses misfit the model (e.g. students who score highly but get easier questions wrong). We conclude that because these responses misfit the Rasch model they are worthy of further (qualitative) examination, for instance to aid the discovery and classification of students’ misconceptions relative to formal theory.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

EDWARDS, A. and ALCOCK, L., 2010. Using Rasch analysis to identify uncharacteristic responses to undergraduate assessments. Teaching Mathematics and its Applications, 29 (4), pp. 165-175

Publisher

© The Author. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications

Version

AM (Accepted Manuscript)

Publication date

2010

Notes

This article was published in the journal, Teaching Mathematics and its Applications [© The Author. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications]. The definitive version is available at: http://teamat.oxfordjournals.org/content/29/4/165.abstract

ISSN

0268-3679

Language

en

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