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Journal articles on the topic 'Multi facet Rasch measurement'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Hiğde, Emrah, Ahmet Volkan Yüzüak, Zekiye Merve Öcal, and Hilal Aktamış. "A MANY-FACET RASCH MEASUREMENT APPROACH TO ANALYZE THE PREPARED SCIENCE LABORATORY ACTIVITIES BASED ON SCIENCE PROCESS SKILLS AND VIEWS OF PRE-SERVICE SCIENCE TEACHERS." Journal of Baltic Science Education 23, no. 4 (2024): 641–57. http://dx.doi.org/10.33225/jbse/24.23.641.

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The Many-Facet Rasch model is frequently used to analyse and minimize disparities in rater (judge) severity in performance evaluations, in which raters assign scores to test-takers' performances. In this research, the aim of the present study was to analyse science teacher candidates’ laboratory activities by using the Many-facet Rasch model. Rasch model’s surfaces are, respectively: 9 juries, 8 science activities and 24 criteria. The FACETS program was used to do data analysis. Findings show that laboratory activities, which were coded as E8, were found to be the most successful and E2coded a

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P. K., Adeosun, and Ekwere N. S. "Detecting Randomness Effect among Raters in Physics Essay Items using Many-Facet Rasch Measurement." British Journal of Education, Learning and Development Psychology 7, no. 2 (2024): 1–10. http://dx.doi.org/10.52589/bjeldp-xpokqljy.

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This study sought to detect randomness effects among raters in physics essay items using Many-Facet Rasch Measurement. The research design adopted for this study is descriptive research design based on survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3,642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. Three hundred and sixty-four (364) SSS3 physics students and 37 physics teachers from the

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Mohamat, Rosyafinaz, Bambang Sumintono, and Harris Shah Abd Hamid. "Raters’ Assessment Quality in Measuring Teachers’ Competency in Classroom Assessment: Application of Many Facet Rasch Model." Asian Journal of Assessment in Teaching and Learning 12, no. 2 (2022): 71–88. http://dx.doi.org/10.37134/ajatel.vol12.2.7.2022.

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This study examines the raters’ assessment quality when measuring teachers’ competency in Classroom Assessment (CA) using the Many Facet Rasch Model (MFRM) analysis. The instrument used consists of 56 items built based on 3 main constructs: knowledge in CA, skills in CA, and attitude towards CA. The research design of this study is a quantitative method with a multi-rater approach using a questionnaire distributed to the raters. Respondents are 68 raters consisting of The Head of Mathematics and Science Department, The Head of Mathematics Panel, and the Mathematics Teacher to assess 27 ratees.

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He, Tung-Hsien, Wen Johnny Gou, Ya-Chen Chien, I.-Shan Jenny Chen, and Shan-Mao Chang. "Multi-Faceted Rasch Measurement and Bias Patterns in EFL Writing Performance Assessment." Psychological Reports 112, no. 2 (2013): 469–85. http://dx.doi.org/10.2466/03.11.pr0.112.2.469-485.

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This study applied multi-faceted Rasch measurement to examine rater bias in the assessment of essays written by college students learning English as a foreign language. Four raters who had received different academic training from four distinctive disciplines applied a six-category rating scale to analytically rate essays on an argumentative topic and on a descriptive topic. FACETS, a Rasch computer program, was utilized to pinpoint bias patterns by analyzing the rater-topic, rater-category, and topic-category interactions. Results showed: argumentative essays were rated more severely than wer

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Ekwere, Ndifreke Soni, and Praise Kehinde Adeosun. "Investigating The Central Tendency Effect Among Raters in Complex Problem-Solving Skills in Physics Essay Items: An Application of Many-Facet Rasch Measurement." International Journal for Innovation Education and Research 11, no. 11 (2023): 24–34. http://dx.doi.org/10.31686/ijier.vol11.iss11.4147.

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The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senato

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Kamilah, Kiki, Dewi Marhaeni Diah Herawati, and Noormarina Indraswari. "Evaluation implementation growth monitoring and promotion: a case study East Lampung district." International Journal of Public Health Science (IJPHS) 14, no. 2 (2025): 622. https://doi.org/10.11591/ijphs.v14i2.24094.

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The implementation of growth monitoring and promotion (GMP), which functions to monitor the growth and development of toddlers, is carried out by integrated service post community health volunteers (CHVs) (in Indonesia called Posyandu), allegedly has not been implemented properly. This research aimed to evaluate the implementation of GMP, its barriers, and supporting factors. The research design is concurrent mixed methods. Quantitative data collection was carried out using GMP practice observation sheets with a sample of 30 CHVs. GMP practice observations were carried out by three observers a

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Wigglesworth, Gillian. "Patterns of rater behaviour in the assessment of an oral interaction test." Australian Review of Applied Linguistics 17, no. 2 (1994): 77–103. http://dx.doi.org/10.1075/aral.17.2.04wig.

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Abstract Lack of inter-rater agreement in the assessment of oral tests is wellknown. In this paper, multi-faceted Rasch analysis was used to determine whether any bias was evident in the way a group of raters (N=13) rated two different versions of an oral interaction test, undertaken by the same candidates (N=83) under the two conditions – direct and semi-direct. Rasch measurement allows analysis of the interaction between ‘facets’; in this case, raters, items and candidates are all facets. In this study, the interaction between rater and item was investigated in order to determine whether par

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Haug, Tobias, Jong Nivja De, Franz Holzknecht, et al. "Development and validation of a fluency rating scale for Swiss German Sign Language." Frontiers in Education 9 (December 3, 2024): 1466936. https://doi.org/10.3389/feduc.2024.1466936.

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<strong>Introduction:</strong> Sign language fluency is an area that has received very little attention within research on sign language education and assessment. Therefore, we wanted to develop and validate a rating scale of fluency for Swiss German Sign Language (<em>Deutschschweizerische Gebärdensprache</em>, DSGS). <strong>Methods:</strong> Different kinds of data were collected to inform the rating scale development. The data were from (1) focus group interviews with sign language teachers (<em>N</em> = 3); (2) annotated DSGS data from users/learners with various levels of proficienc

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Cesilia, C., F. R. Rinawan, P. Santoso, and H. M. Nataprawira. "Post-TB sequelae in adolescent pulmonary TB survivors." IJTLD OPEN 2, no. 1 (2025): 19–25. https://doi.org/10.5588/ijtldopen.24.0039.

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<sec><title>OBJECTIVE</title>To compare the persistent clinical symptoms, chest X-ray (CXR), spirometry and echocardiography results in adolescent survivors of drug-susceptible (DS) and drug-resistant (DR) pulmonary TB (PTB).</sec><sec><title>METHODS</title>This retrospective cohort study was conducted in 52 adolescent PTB survivors. We compared persistent clinical symptoms, CXR, spirometry and echocardiography in DS-TB and DR-TB survivors. χ2 test was used to compare groups (P < 0.05 significant), logistic regression analysis was used to identify r

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Hidayat, Wahyu, M. Noor Anzali, and Muhammad Turmudi. "SPEAKING ENGLISH PERFORMANCE ASSESSMENT WITH THE FACET RASCH MEASUREMENT MODEL." Jurnal Evaluasi Pendidikan 14, no. 1 (2023): 8–11. http://dx.doi.org/10.21009/jep.v14i1.38987.

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This study aims to assess students' English-speaking abilities based on peer assessment. This study is a quantitative study involving 10 students. Data was collected using tests and student speaking assessment rubrics with score criteria from 1 to 5. Speaking assessment criteria are pronunciation, grammar, vocabulary, fluency and understanding. Data were analyzed using Many Faceted Rasch Measurement (MFRM). The Facets Rasch Measurement model is able to see the interaction between respondents and items at once. The research results show that the item index for criteria/quality (6.39), speaker (

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Cho, Eun Hyoung, Yoon Taek Lim, Yeo Soo Chung, and Eung Joon Kim. "Judgement Error of Taekwondo Competition by Multi-facet Rasch." Journal of Sport and Leisure Studies 33 (August 31, 2008): 901–9. http://dx.doi.org/10.51979/kssls.2008.08.33.901.

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Stones, Thomas. "Developing a Rubric for Interactional Competence Using Many-Facet Rasch Measurement." JALT Journal 46, no. 1 (2024): 5–34. http://dx.doi.org/10.37546/jaltjj46.1-1.

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The teaching and assessment of interactive speaking skills is a key aim in many English-language programs, and the right assessment rubric is a key component of any effective course. There is no one-size-fits-all approach and rubrics need to be validated, feedback collected, and revisions made. This paper reports on a small-scale, exploratory study undertaken to develop and improve a rubric for assessing interactive discussion skills. Utilizing many-facet Rasch measurement (MFRM), the paper reports on an analysis of the rubric originally used on the course. Based on these findings, the rubric

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Kholili, Ma'rifatin Indah, Adi Dewantoro, Naharus Surur, and Novita Tri Hapsari. "The 21st-century skills scales: many facet Rasch measurements." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1424. http://dx.doi.org/10.11591/ijere.v13i3.26651.

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This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ similari

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Kholili, Ma'rifatin Indah, Adi Dewantoro, Naharus Surur, and Novita Tri Hapsari. "The 21st-century skills scales: many facet Rasch measurements." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1424–33. https://doi.org/10.11591/ijere.v13i3.26651.

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This study aims to develop a 21st century skills scale for prospective school counselor. The method used is the research and development. The data were analyzed using content analysis/expert judgment with many-facet Rasch model (MFRM). Three facets were employed: scale, item, and measurement criteria. The initial version of the scale comprises 129 items measuring four aspects: way of thinking, way of working, tools for working, and living in the world. However, 78 items were deemed valid following the expert judgment analysis result. The inter-rater agreement opportunity shows raters’ si

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Esfandiari, Rajab. "Rater Errors among Peer-Assessors: Applying the Many-Facet Rasch Measurement Model." Iranian Journal of Applied Linguistics 18, no. 2 (2015): 77–107. http://dx.doi.org/10.18869/acadpub.ijal.18.2.77.

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Han, Chao. "Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments." Measurement: Interdisciplinary Research and Perspectives 17, no. 2 (2019): 113–16. http://dx.doi.org/10.1080/15366367.2018.1516094.

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Cobbinah, Andrews, and Jephtar Adu-Mensah. "Examining the ‘hawk-dove effects’ in portfolio assessment using the multi-facet Rasch model." International Journal of Evaluation and Research in Education (IJERE) 14, no. 3 (2025): 1590. https://doi.org/10.11591/ijere.v14i3.30351.

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<p><span lang="EN-US">Concerns among students have increased due to the use of test scores in decision-making, leading them to question whether their results accurately reflect their abilities, especially when they perceive subjectivity in rater scoring. This study explores the effects of rater bias on portfolio assessment scores among student teachers in the colleges of education in Ghana. A sample of 207 student portfolios, scored by tutors, was analyzed using a three-facet design model and the FACET software. The findings revealed that tutors exhibited varying rating behaviors,

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Maryati, Maryati, Zuhdan Kun Prasetyo, Insih Wilujeng, and Bambang Sumintono. "MEASURING TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE USING MANY-FACET RASCH MODEL." Jurnal Cakrawala Pendidikan 38, no. 3 (2019): 452–64. http://dx.doi.org/10.21831/cp.v38i3.26598.

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In the context of teacher professional development and teacher certification, an objective measurement of teachers’ Pedagogical Content Knowledge (PCK) is requried. This research is a case study to measure teachers’ PCK within prospective middle school science teachers participating in an Indonesian teacher professional development program. The study used quantitative approach which involved multirater assessment analysed by Many-Facet Rasch Model (MFRM) to assess teachers’ PCK in teaching a specific topic, i.e. “The Particulate Nature of Matter” (PNM). Researchers developed a rubric for items

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김현정. "Improving the Validity of L2 Performance Assessments: Use of Many-Facet Rasch Measurement." Studies in Foreign Language Education 31, no. 3 (2017): 277–97. http://dx.doi.org/10.16933/sfle.2017.31.3.277.

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Barney, Matt. "Calibrating Charisma: The many-facet Rasch model for leader measurement and automated coaching." Journal of Physics: Conference Series 772 (November 2016): 012051. http://dx.doi.org/10.1088/1742-6596/772/1/012051.

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Uto, Masaki. "A multidimensional generalized many-facet Rasch model for rubric-based performance assessment." Behaviormetrika 48, no. 2 (2021): 425–57. http://dx.doi.org/10.1007/s41237-021-00144-w.

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AbstractPerformance assessment, in which human raters assess examinee performance in a practical task, often involves the use of a scoring rubric consisting of multiple evaluation items to increase the objectivity of evaluation. However, even when using a rubric, assigned scores are known to depend on characteristics of the rubric’s evaluation items and the raters, thus decreasing ability measurement accuracy. To resolve this problem, item response theory (IRT) models that can estimate examinee ability while considering the effects of these characteristics have been proposed. These IRT models

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Ari Saptono, Komarudin, Yuni Asdhiani,. "Multifaceted Rasch Analysis for Clinical Supervision instrument assessment of Islamic Religious Education Teachers." Psychology and Education Journal 58, no. 1 (2021): 4590–603. http://dx.doi.org/10.17762/pae.v58i1.1573.

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This study aims to analyze (1) validation of clinical supervision assessment instruments; (2) the reliability of the clinical supervision assessment instrument. This study was adapted using research & development using the borg & gall development model. The results of the expert assessment were analyzed with the help of the Multi-Rater Facet Rasch (MRFR) using the facet software. The results of this study indicate: (1) validation results The content of the clinical supervision instrument for Islamic Religious Education teachers is based on the CVR value of 0.99, so all items are declar

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Eckes, Thomas. "Beurteilerübereinstimmung und Beurteilerstrenge." Diagnostica 50, no. 2 (2004): 65–77. http://dx.doi.org/10.1026/0012-1924.50.2.65.

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Zusammenfassung. Leistungsbeurteilungen unterliegen einer Reihe von Urteilsfehlern, die ihre Genauigkeit und Validität erheblich mindern können. Ein besonders kritischer Urteilsfehler ist die Tendenz zur Strenge bzw. Milde. In der vorliegenden Arbeit wird mit der Multifacetten-Rasch-Analyse (“many-facet Rasch measurement“; Linacre, 1989 ; Linacre & Wright, 2002 ) ein Item-Response-Modell vorgestellt, das Messungen der Strenge bzw. Milde eines jeden Beurteilers erlaubt und die ermittelten Strengemaße zusammen mit den Fähigkeitsmaßen der beurteilten Personen und den Schwierigkeitsmaßen der A

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Qu, Xin. "A Rasch-Based Validation of ELT Certificate-LORT." English Language Teaching 13, no. 9 (2020): 94. http://dx.doi.org/10.5539/elt.v13n9p94.

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The present study was executed with the purpose of validating ELT Certificate Lesson Observation and Report Task (ELTC-LORT), which was developed by China Language Assessment to certify China’s EFL teachers by performance-based testing. The ELT Certificate has high-stakes considering its impacts on candidates’ recruitment, ELT in China and quality of education, so it is crucially important for its validation so as to guarantee fairness and justice. The validity of task construct and rating rubric went through a process suited for many-facet Rasch measurement supplemented with qualitative inter

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Prieto Adánez, Gerardo. "Análisis de un test de desempeño en expresión escrita mediante el modelo de MFRM." Actualidades en Psicología 29, no. 119 (2015): 1. http://dx.doi.org/10.15517/ap.v29i119.19822.

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<p>Este trabajo muestra la utilidad de un modelo de Rasch (Many-Facet Rasch Measurement, MFRM) para medir la competencia de los examinados, la severidad de los calificadores, la dificultad de las tareas y de las variables puntuadas en las pruebas de respuesta construida que se suelen emplear para evaluar el desempeño. Inicialmente se describe el modelo y sus estadísticos básicos. Finalmente se presenta un ejemplo ilustrativo en el que se analizan, mediante el programa FACETS, las fuentes de la variabilidad de las calificaciones de los estudiantes en un test de expresión escrita. Los resu

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Seo, Daeryong, and Husein Taherbhai. "Book Review: Introduction to Many-Facet Rasch Measurement: Analyzing and Evaluating Rater-Mediated Assessments." Applied Psychological Measurement 37, no. 2 (2013): 173–75. http://dx.doi.org/10.1177/0146621612469721.

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Yusmaita, Eka, Fitri Yuliani, and Fauzana Gazali. "ANALYSIS OF CHEMICAL LITERACY INSTRUMENT ON OXIDATION AND REDUCTION REACTIONS MATERIAL BY USING RASCH MODEL." JCER (Journal of Chemistry Education Research) 6, no. 2 (2022): 124–30. http://dx.doi.org/10.26740/jcer.v6n2.p124-130.

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This study aims to analyze the quality of chemical literacy instrument on oxidation and reduction reactions material using the Rasch model. The instrument construction is based on four domains of chemical literacy which include aspects of content, context, HOLS, and affective. The instrument assessment rubric is grouped into five levels, namely (1) scientific illiteracy, (2) nominal scientific literacy, (3) functional scientific literacy, (4) conceptual scientific literacy and (5) multi-dimentional scientific literacy. Assessment criteria for chemical literacy instrument carried out by experts

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Caronni, Antonio, Michela Picardi, Stefano Scarano, et al. "Differential Item Functioning of the Mini-BESTest Balance Measure: A Rasch Analysis Study." International Journal of Environmental Research and Public Health 20, no. 6 (2023): 5166. http://dx.doi.org/10.3390/ijerph20065166.

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The Mini-Balance Evaluation Systems Test (Mini-BESTest), a 14-item scale, has high content validity for balance assessment. This study further examines the construct validity of the Mini-BESTest with an emphasis on its measurement invariance. The Mini-BESTest was administered to 292 neurological patients in two sessions (before and after rehabilitation) and evaluated with the Rasch analysis (Many-Facet Rating Scale Model: persons, items, sessions). Categories’ order and fit to the model were assessed. Next, maps, dimensionality, and differential item functioning (DIF) were examined for constru

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Midtbø, Tor, Arne Rossow, and Brikt Sagbakken. "Måling av sensorreliabilitet ved vurdering av norskprøve i skriftlig framstilling." Acta Didactica Norge 12, no. 4 (2018): 12. http://dx.doi.org/10.5617/adno.6358.

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Sensorer vurderer skriftlige tekster ulikt, og menneskelig sensur er en utfordring for prøvers reliabilitet. Dette er en utfordring som Kompetanse Norge må ta høyde for i arbeidet med å utvikle og kvalitetssikre Norskprøven for voksne innvandrere. Denne artikkelen redegjør for hvordan den statistiske modellen Many-Facets Rasch Measurement (MFRM) er brukt til å undersøke sensorkorpsets reliabilitet ved sensurering av Norskprøvens delprøve i skriftlig framstilling for desemberavviklingen 2017. MFRM-modellen gir oss informasjon om hvor streng og pålitelig hver sensor er i vurderingen av kandidatb

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Çetin, Şirin, İrem Kar, and Burcu Durmaz. "An Investigation Into Problem Solving Skills of Gifted Students' via Multi-Facet Rasch Analysis." International Journal of Innovative Approaches in Education 5, no. 1 (2021): 33–43. http://dx.doi.org/10.29329/ijiape.2021.333.3.

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Rahman, Yenni Arif, Fitri Apriyanti, and Rahmi Aulia Nurdini. "Rater Severity/Leniency and Bias in EFL Students' Composition Using Many-Facet Rasch Measurement (MFRM)." Scope : Journal of English Language Teaching 8, no. 1 (2023): 258. http://dx.doi.org/10.30998/scope.v8i1.19432.

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<p>The study aims to investigate the extent to which raters exhibit tendencies towards being overly severe, lenient, or even bias when evaluating students' writing compositions in Indonesia. Data were collected from 15 student essays and four raters with master's degrees in English education. The Many-facet Rasch measurement (MFRM), automatized by Minifac software, a program created for the Many-facet Rasch measurement, was used for data analysis. This was done by meticulously dissecting the assessment process into its distinct components—raters, essay items, and the specific traits or c

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Johnson, Evelyn S., Yuzhu Zheng, Angela R. Crawford, and Laura A. Moylan. "Developing an Explicit Instruction Special Education Teacher Observation Rubric." Journal of Special Education 53, no. 1 (2018): 28–40. http://dx.doi.org/10.1177/0022466918796224.

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In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters ( n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of “implemented,” “partially implemented,” or “not implemented” for each of the items. Analyses showed that the item, teacher, lesson, and rater

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Anselmi, Pasquale, Michelangelo Vianello, and Egidio Robusto. "Positive Associations Primacy in the IAT." Experimental Psychology 58, no. 5 (2011): 376–84. http://dx.doi.org/10.1027/1618-3169/a000106.

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Two studies investigated the different contribution of positive and negative associations to the size of the Implicit Association Test (IAT) effect. A Many-Facet Rasch Measurement analysis was applied for the purpose. Across different IATs (Race and Weight) and different groups of respondents (White, Normal weight, and Obese people) we observed that positive words increase the IAT effect whereas negative words tend to decrease it. Results suggest that the IAT is influenced by a positive associations primacy effect. As a consequence, we argue that researchers should be careful when interpreting

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Basturk, Ramazan. "Many-facet Rasch Measurement and its applicability in sport science: an explanation and exemplar data." International Journal of Performance Analysis in Sport 7, no. 2 (2007): 106–16. http://dx.doi.org/10.1080/24748668.2007.11868400.

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Farrokhi, Farahman, Rajab Esfandiari, and Edward Schaefer. "A Many-Facet Rasch Measurement of Differential Rater Severity/Leniency in Three Types of Assessment." JALT Journal 34, no. 1 (2012): 79. http://dx.doi.org/10.37546/jaltjj34.1-3.

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Rater effects in performance testing is an area in which much new research is needed (Myford, personal communication, 23 February, 2010). While previous studies of bias or interaction effect as a component of rater effect have employed experienced teachers as raters (e.g., Schaefer, 2008), the present study uses many-facet Rasch measurement (MFRM) to investigate differential rater effect or rater severity or leniency among three rater types: self-assessor, peer-assessor, and teacher assessor. Essays written in English by 188 Iranian English majors at two state-run universities in Iran were rat

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Veas, Alejandro, and José-Antonio López-Pina. "Consistency Analysis of Assessment Boards in University Entrance Examinations in Spain." European Journal of Investigation in Health, Psychology and Education 15, no. 6 (2025): 102. https://doi.org/10.3390/ejihpe15060102.

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University entrance examinations (EBAU in Spanish) are a nationwide program for assessing student achievement levels in Spain and determining access to public undergraduate degrees. Considering the need to measure the progress of rater performance, this study analyzes rating data from the June 2018 exam sitting in the Valencian Community, Spain. A total of 54 assessment boards and 3000 students from five public universities were observed. The Many-Facet Rasch Model (MFRM) was used as an extension of the one-parameter Rasch measurement model. All facets involved in analyses (examination board s

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Stano, Flavia, Leonardo Pellicciari, Fabio La Porta, et al. "Rasch analysis of the forgotten joint score in patients with total hip arthroplasty." Journal of Rehabilitation Medicine 56 (January 10, 2024): jrm15774. http://dx.doi.org/10.2340/jrm.v56.15774.

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Objective: To assess the internal construct validity, including local independence, unidimensionality, monotonicity, and invariance, reliability, and targeting of the Forgotten Joint Score within the Rasch Measurement Theory framework. Design: Cross-sectional study. Patients: A total of 111 patients with total hip arthroplasty at least 3 months after surgery. Methods: The Forgotten Joint Score was submitted to each subject during their rehabilitative treatment in an Italian centre and then to Rasch analysis. Results: The base Rasch analysis showed a satisfactory fit to the model with strict un

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Kim, Youngdeok, Ilhyeok Park, and Minsoo Kang. "Examining Rater Effects of the TGMD-2 on Children With Intellectual Disability." Adapted Physical Activity Quarterly 29, no. 4 (2012): 346–65. http://dx.doi.org/10.1123/apaq.29.4.346.

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The purpose of this study was to investigate rater effects on the TGMD-2 when it applied to children with intellectual disability. A total of 22 children with intellectual disabilities participated in this study. Children’s performances in each of 12 subtests of the TGMD-2 were recorded via video and scored by three adapted physical activity specialists who have expertise in the TGMD-2. Two advanced measurement theories, Generalizability-theory (G-theory) and many-facet Rasch model (MFRM), were applied in data analyses. There were relatively large variances attributed to rater effects on the s

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Canning, Derek N., Stuart McLean, and Joseph P. Vitta. "Rater Judgments and Word Difficulty: Conceptualizing the Substantive Validity of the VST." Vocabulary Learning and Instruction 11, no. 2 (2022): 30–37. http://dx.doi.org/10.7820/vli.v11.2.canning.

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The substantive component of construct validity requires a confrontation between empirical test results and content relevance. The Vocabulary Size Test (VST) has been extensively validated in terms of empirical results. Less is known, however, about expert judgments of content relevance. The VST was constructed and validated according to the principle that frequency underlies vocabulary acquisition. This does not mean, however, that the two are equivalent. To better understand the construct of word difficulty as it is measured in VSTs, the results of two Rasch analyses, one on the VST, the oth

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Lee, Young-Ju. "Investigating Rater Effects Using Many-Facet Rasch Measurement: An Application of Myford and Wolfe (2003, 2004)." Secondary English Education 11, no. 4 (2018): 165–92. http://dx.doi.org/10.20487/kasee.11.4.201811.165.

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Joo, Dayoung, and Junkyu Lee. "Validation of the L2 Speaking Performance Assessment for Young EFL Learners: Using Many-facet Rasch Measurement." Korean Journal of Applied Linguistics 38, no. 3 (2022): 31–56. http://dx.doi.org/10.17154/kjal.2022.9.38.3.31.

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Masykur, Ruhban, Irwandani Irwandani, Muhammad Aridan, Nur Endah Susilowati, and Soeharto Soeharto. "Developing and Validating E-Learning Module for Islamic Higher Education Digital Literacy in Preventing Hoax (EMODILPH)." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 8, no. 2 (2023): 341. http://dx.doi.org/10.24042/tadris.v8i2.14549.

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The digital literacy curriculum in universities, especially Islamic universities, needs to be developed intensively to respond to the rapid exposure of hoax news among students. Therefore, this study aims to develop an e-module for digital learning and to investigate how this product can be implemented in a digital literacy curriculum model at Islamic universities. The Rasch measurement was used to assess fit validity and reliability criteria based on validator assessment and student responses. Many Facet Rasch Measurement was used to confirm validity and reliability from 4 different validator

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Idris, Mardiana Binti, and Abdul Halim Bin Abdul Raof. "LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION." Journal of Nusantara Studies (JONUS) 4, no. 1 (2019): 365. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383.

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Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participa

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Laliyo, Lukman, Bambang Sumintono, Jafar La Kilo, and Citra Panigoro. "Changes in Students’ Socioscientific Reasoning in an Environmental Chemistry Class: Application of Multi-Facet Rasch Model." International Journal of Assessment and Evaluation 32, no. 1 (2024): 49–75. https://doi.org/10.18848/2327-7920/cgp/v32i01/49-75.

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Lee, Young Shik. "A validation of the scoring of KFL writing assessment based on the many-facet Rasch measurement model." Foreign Languages Education 21, no. 3 (2014): 355–75. http://dx.doi.org/10.15334/fle.2014.21.3.355.

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Smith, Everett V., and Jonna M. Kulikowich. "An Application of Generalizability Theory and Many-Facet Rasch Measurement Using a Complex Problem-Solving Skills Assessment." Educational and Psychological Measurement 64, no. 4 (2004): 617–39. http://dx.doi.org/10.1177/0013164404263876.

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Primi, Ricardo. "Divergent productions of metaphors: Combining many-facet Rasch measurement and cognitive psychology in the assessment of creativity." Psychology of Aesthetics, Creativity, and the Arts 8, no. 4 (2014): 461–74. http://dx.doi.org/10.1037/a0038055.

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Yamashita, Taichi. "An application of many-facet Rasch measurement to evaluate automated essay scoring: A case of ChatGPT-4.0." Research Methods in Applied Linguistics 3, no. 3 (2024): 100133. http://dx.doi.org/10.1016/j.rmal.2024.100133.

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Rahman, Azmanirah Ab, Jamil Ahmad, Ruhizan Mohammad Yasin, and Nurfirdawati Muhamad Hanafi. "Investigating Central Tendency in Competency Assessment of Design Electronic Circuit: Analysis Using Many Facet Rasch Measurement (MFRM)." International Journal of Information and Education Technology 7, no. 7 (2017): 525–28. http://dx.doi.org/10.18178/ijiet.2017.7.7.923.

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Sudweeks, Richard R., Suzanne Reeve, and William S. Bradshaw. "A comparison of generalizability theory and many-facet Rasch measurement in an analysis of college sophomore writing." Assessing Writing 9, no. 3 (2004): 239–61. http://dx.doi.org/10.1016/j.asw.2004.11.001.

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