Applying the Rasch Model: Fundamental Measurement in the Human Sciences

By M. R. Espejo. 2004

4,930 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/772aa2f42a1ad1a7deb9f794a09760c55288b6f0

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In Experimental and Cognitive Psychology

In Management Science and Operations Research

Citations in the corpus

Uncovering Faking Samples in Applicant, Incumbent, and Experimental Data Sets: An Application of Mixed-Model Item Response Theory (2004, background): “Some proponents of the Rasch model argue that its simplicity is a virtue and that only with the Rasch model is the number correct score a sufficient statistic to estimate θ (see Bond & Fox, 2001).”
The influence of training and experience on rater performance in scoring spoken language (2016, methodology): “Common person linking plots (Bond & Fox, 2007, p. 80) were used to plot ability measures for the repeated test takers, where person measures generated independently from each scoring session were plotted against measures obtained from the combined analysis.”
The influence of interlocutor proficiency in a paired oral assessment (2009, background): “…small in any case: all else being equal, a difference of 0.25 logits means that a lower-level examinee would have a 6% greater chance of achieving the next higher score band when working with a higher-proficiency partner (Bond & Fox, 2007, p. 278, equation 3; see also Fox & Jones, 1998, p. 33).”
A Competence Model for Environmental Education (2014, methodology): “MS values below 1.00 indicate overfit (see Bond & Fox, 2007).”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, methodology): “To evaluate performance on the pretest and posttest pattern assessments, we used Rasch models, which are one-parameter item-response theory models (Bond & Fox, 2007).”
Measuring mathematics self-efficacy as a learning outcome (2011, background): “This common-item distribution allows for vertical equating (Bond and Fox 2001 ), whilst keeping the survey as short as possible (see Appendix 1 for the item description 5 ).”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, methodology): “…sufficiently invariant over time, as a second step we treated all observations as independent, providing a larger number of observations and thus effectively increasing the analytical power of the final scaling analysis (cf. Bond & Fox, 2007), again performed in the one-dimensional Rasch model.”
Item response theory and clinical measurement. (2009, positive): “Items that fit a Rasch model (Rasch 1960, 1977) and thus satisfy the axioms of conjoint measurement theory (Luce & Tukey 1964) are presumed to yield interval-level trait scores (Bond & Fox 2001, Brogden 1977, Fischer 1995, Perline et al. 1979).”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, methodology): “The item difficulties of two mathematics scales can be approximated by a two-dimensional Rasch model (Bond and Fox 2001).”
Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach. (2011, neutral): “Rasch modeling is a oneparameter member of the item response theory (IRT) family (Bond & Fox, 2007).”
Guiding Explanation Construction by Children at the Entry Points of Learning Progressions. (2012, methodology): “The data were fit well by the model with all item and student fit statistics falling between 0.75 and 1.25 (which according to Bond & Fox, 2001 indicates good fit to the model).”
Using the method of pairwise comparison to obtain reliable teacher assessments (2010, methodology): “It has also been used in sports (Bond & Fox, 2001, p. 152).”
Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment (2008, methodology): “We defined mathematical competence as a latent trait using the Rasch model (Bond & Fox, 2001; Linacre, 2005; Watson, Callingham, & Kelly, 2007), leading to scores that locate children on a common ability scale with a consistent, justifiable metric, allowing accurate comparisons, even across ages,…”
Development of mathematical concepts as basis for an elaborated mathematical understanding (2013, methodology): “Data analysis was based on item-response theory (IRT; e.g., Rasch, 1960; Bond & Fox, 2007; Wilson, 2004) and the software WINSTEPS 3.75 (Linacre, 2012) was used to fit the one-dimensional (1PL) Rasch model to the data.”
The development of the Game Engagement Questionnaire: A measure of engagement in video game-playing (2009, neutral): “Items that fit the hierarchical pattern (i.e., meaning those that are difficult are less likely to be endorsed and those that are easier are more likely to be endorsed) typically should have mean square statistics ranging between .75 and 1.3 (Bond & Fox, 2007).”
Reducing, and bridging, the psychological distance of climate change (2020, background): “The estimated individual person scores reflect “how far people reach” regarding climate protective behaviours (see Bond & Fox, 2007).”