An application of the Rasch model to reading comprehension measurement

Detalhes bibliográficos
Autor(a) principal: Santos,Sandra
Data de Publicação: 2016
Outros Autores: Cadime,Irene, Viana,Fernanda Leopoldina, Prieto,Gerardo, Chaves-Sousa,Séli, Spinillo,lina Galvão, Ribeiro,Iolanda
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psicologia (Universidade Federal do Rio Grande do Sul. Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000103118
Resumo: Abstract An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students’ performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed.
id UFRGS-5_1910d828866360a394eb5cc95bbb694a
oai_identifier_str oai:scielo:S0102-79722016000103118
network_acronym_str UFRGS-5
network_name_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository_id_str
spelling An application of the Rasch model to reading comprehension measurementRasch modelVertical scalingReading comprehensionAssessmentAbstract An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students’ performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2016-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000103118Psicologia: Reflexão e Crítica v.29 2016reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1186/s41155-016-0044-6info:eu-repo/semantics/openAccessSantos,SandraCadime,IreneViana,Fernanda LeopoldinaPrieto,GerardoChaves-Sousa,SéliSpinillo,lina GalvãoRibeiro,Iolandaeng2016-07-19T00:00:00Zoai:scielo:S0102-79722016000103118Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2016-07-19T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv An application of the Rasch model to reading comprehension measurement
title An application of the Rasch model to reading comprehension measurement
spellingShingle An application of the Rasch model to reading comprehension measurement
Santos,Sandra
Rasch model
Vertical scaling
Reading comprehension
Assessment
title_short An application of the Rasch model to reading comprehension measurement
title_full An application of the Rasch model to reading comprehension measurement
title_fullStr An application of the Rasch model to reading comprehension measurement
title_full_unstemmed An application of the Rasch model to reading comprehension measurement
title_sort An application of the Rasch model to reading comprehension measurement
author Santos,Sandra
author_facet Santos,Sandra
Cadime,Irene
Viana,Fernanda Leopoldina
Prieto,Gerardo
Chaves-Sousa,Séli
Spinillo,lina Galvão
Ribeiro,Iolanda
author_role author
author2 Cadime,Irene
Viana,Fernanda Leopoldina
Prieto,Gerardo
Chaves-Sousa,Séli
Spinillo,lina Galvão
Ribeiro,Iolanda
author2_role author
author
author
author
author
author
dc.contributor.author.fl_str_mv Santos,Sandra
Cadime,Irene
Viana,Fernanda Leopoldina
Prieto,Gerardo
Chaves-Sousa,Séli
Spinillo,lina Galvão
Ribeiro,Iolanda
dc.subject.por.fl_str_mv Rasch model
Vertical scaling
Reading comprehension
Assessment
topic Rasch model
Vertical scaling
Reading comprehension
Assessment
description Abstract An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students’ performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000103118
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722016000103118
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1186/s41155-016-0044-6
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Psicologia: Reflexão e Crítica v.29 2016
reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Psicologia (Universidade Federal do Rio Grande do Sul. Online)
collection Psicologia (Universidade Federal do Rio Grande do Sul. Online)
repository.name.fl_str_mv Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv prc@springeropen.com
_version_ 1750134866553339904

Registros relacionados