Journal directory listing - Volume 62(2017) - Journal of Research in Education Sciences【62(3)】September

Glimpse Into Teaching and Learning Using Rasch Analyses of a Teacher-Made Science Achievement Test Author: Ying-Tze Chen(Institute of Education, National Sun Yat-sen University), Hsiao-Chi Ho(Centre for Humanities Innovation and Social Practices, National Sun Yat-sen University), Kun-Hsia Liu(Institute of Education, National Sun Yat-sen University), Huann-Shyang Lin(Center for General Education, National Sun Yat-sen University), Ying-Yao Cheng(Institute of Education, National Sun Yat-sen University)

Vol.&No.:Vol. 62, No.3
Date:September 2017
Pages:1-23
DOI:10.6209/JORIES.2017.62(3).01

Abstract:

This study examined the quality of a teacher-made achievement test using Rasch analyses and provided useful assessment feedback information for improving teaching and testing. The participants were 8,936 seventh-grade students (4,617 boys and 4,319 girls) from the Kaohsiung area in Taiwan. Data were collected through a teacher-made biology achievement test and analyzed using the Rasch model. The results indicated that the test clearly discriminated students’ abilities. Some questions, however, were found to have unfair content for girls. Additionally, some mismatches were identified between teachers’ expectations and students’ assessments of question difficulty. This paper also provides assessment feedback diagrams, including a person–item map and diagnostic map, and a method of identifying “the zone of fundamental learning development” and “the zone of proximal learning development” is proposed to enable teachers to plan students’ learning progression.

Keywords:assessment feedback, learning progression, Rasch model, teacher-made achievement test, zone of proximal learning development

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APA FormatChen, Y.-T., Ho, H.-C., Liu, K.-H., Lin, H.-S., & Cheng, Y.-Y. (2017). Glimpse into teaching and learning using Rasch analyses of a teacher-made science achievement test. Journal of Research in Education Sciences, 62(3), 1-23. doi:10.6209/JORIES.2017.62(3).01