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Using a Rasch model to analyse parallel forms of two achievement tests on biology
Citation
Chew, L. C. (1999). Using a Rasch model to analyse parallel forms of two achievement tests on biology. In S. P. Loo (Ed.), Proceedings of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 88-94). Malaysian Educational Research Association; Educational Research Association (Singapore).
Abstract
Achievement tests on biology were constructed as part of an item pool development for a larger study on computerised adaptive testing. A total of 220 four-alternative multiple-choice test items were targeted. A test specification, modelled after the 1995 GCE ‘O’ level syllabus, was used to guide the writing and selection of test items aimed at assessing learning outcomes of biological concepts and principles. Two tests were planned; each with parallel forms based on content consistency. In addition, ‘anchor’ test items were placed on the two forms. The test forms were spiralled (i.e. arranged in a fixed alternate order) in the data collection from a representative sample of about 2000 students from a population of Singapore students who were candidates for the 1994 GCE ‘O’ level biology examination. This paper reports on an application of the Rasch model to analyse the test items on parallel forms of the two tests, and to assess the model-fit of the items.
Date Issued
December 1999
Description
This paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999