Maintaining item banks with the Rasch model: An example from wave optics

Item banks are generally considered the basis of a new generation of educational measurement. In combination with specialized software, they can facilitate the computerized assembling of multiple pre-equated test forms. However, for advantages of item banks to become fully realized it is important t...

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Autores principales:	Džana Salibašić Glamočić, Vanes Mešić, Knut Neumann, Ana Sušac, William J. Boone, Ivica Aviani, Elvedin Hasović, Nataša Erceg, Robert Repnik, Vladimir Grubelnik
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/d839d6d7550f489f8a3416fb9d0c4d8d
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spelling	oai:doaj.org-article:d839d6d7550f489f8a3416fb9d0c4d8d2021-12-02T14:05:30ZMaintaining item banks with the Rasch model: An example from wave optics10.1103/PhysRevPhysEducRes.17.0101052469-9896https://doaj.org/article/d839d6d7550f489f8a3416fb9d0c4d8d2021-02-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010105http://doi.org/10.1103/PhysRevPhysEducRes.17.010105https://doaj.org/toc/2469-9896Item banks are generally considered the basis of a new generation of educational measurement. In combination with specialized software, they can facilitate the computerized assembling of multiple pre-equated test forms. However, for advantages of item banks to become fully realized it is important that the item banks store a relatively large number of valid test items. In this paper, we demonstrate how the Rasch model is used for integrating new items into an existing wave optics item bank. First, we identified and applied a set of criteria for selecting 18 linking items from our initial item bank. In order to integrate 12 newly developed items, we combined the 18 linking items with the 12 newly developed ones into one test and administered this test to 106 postinstruction physics students from 4 universities in Slovenia, Croatia, and Bosnia and Herzegovina. It was determined that the 12 new items measure the same construct as items from the initial item bank. In addition, all items exhibited good item fit, item reliability was excellent and person reliability was fair. The ratio of standard deviations of linking item difficulties for the new test and existing item bank amounted to 0.89 and correlation of these difficulties amounted to 0.93 which indicated good linking precision. We could conclude that good linking precision can be obtained if linking items are chosen based on the following set of criteria: number of items, item fit, range and spacing of item difficulties, content representativeness, position in test form and interuniversity DIF contrasts.Džana Salibašić GlamočićVanes MešićKnut NeumannAna SušacWilliam J. BooneIvica AvianiElvedin HasovićNataša ErcegRobert RepnikVladimir GrubelnikAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010105 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Džana Salibašić Glamočić Vanes Mešić Knut Neumann Ana Sušac William J. Boone Ivica Aviani Elvedin Hasović Nataša Erceg Robert Repnik Vladimir Grubelnik Maintaining item banks with the Rasch model: An example from wave optics
description	Item banks are generally considered the basis of a new generation of educational measurement. In combination with specialized software, they can facilitate the computerized assembling of multiple pre-equated test forms. However, for advantages of item banks to become fully realized it is important that the item banks store a relatively large number of valid test items. In this paper, we demonstrate how the Rasch model is used for integrating new items into an existing wave optics item bank. First, we identified and applied a set of criteria for selecting 18 linking items from our initial item bank. In order to integrate 12 newly developed items, we combined the 18 linking items with the 12 newly developed ones into one test and administered this test to 106 postinstruction physics students from 4 universities in Slovenia, Croatia, and Bosnia and Herzegovina. It was determined that the 12 new items measure the same construct as items from the initial item bank. In addition, all items exhibited good item fit, item reliability was excellent and person reliability was fair. The ratio of standard deviations of linking item difficulties for the new test and existing item bank amounted to 0.89 and correlation of these difficulties amounted to 0.93 which indicated good linking precision. We could conclude that good linking precision can be obtained if linking items are chosen based on the following set of criteria: number of items, item fit, range and spacing of item difficulties, content representativeness, position in test form and interuniversity DIF contrasts.
format	article
author	Džana Salibašić Glamočić Vanes Mešić Knut Neumann Ana Sušac William J. Boone Ivica Aviani Elvedin Hasović Nataša Erceg Robert Repnik Vladimir Grubelnik
author_facet	Džana Salibašić Glamočić Vanes Mešić Knut Neumann Ana Sušac William J. Boone Ivica Aviani Elvedin Hasović Nataša Erceg Robert Repnik Vladimir Grubelnik
author_sort	Džana Salibašić Glamočić
title	Maintaining item banks with the Rasch model: An example from wave optics
title_short	Maintaining item banks with the Rasch model: An example from wave optics
title_full	Maintaining item banks with the Rasch model: An example from wave optics
title_fullStr	Maintaining item banks with the Rasch model: An example from wave optics
title_full_unstemmed	Maintaining item banks with the Rasch model: An example from wave optics
title_sort	maintaining item banks with the rasch model: an example from wave optics
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/d839d6d7550f489f8a3416fb9d0c4d8d
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Maintaining item banks with the Rasch model: An example from wave optics

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