Putting Students in their Place-with Rasch
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초록
This study uses the Rasch dichotomous model to investigate the validity of a commercial placement test at a university. At the institution, 967 students took the Michigan English Placement Test (MEPT) in 2005 to select 253 students for high ability classes on the basis of their raw scores. Using Rasch, the fit, reliability and targeting of the test are evaluated. While the MEPT was found to have acceptable fit figures, the reliability of the listening section was low (0.35). Also problematic for this placement test, over a third of the test items were found to be too easy and the remaining items had an uneven coverage of the abilities of the students. Finally, a comparison of placement decisions based on raw and Rasch scores finds a few differences among the students selected. Overall, the Rasch analysis revealed that extensive revisions are necessary in order for the MEPT to work effectively as a placement test.
Abstract
This study uses the Rasch dichotomous model to investigate the validity of a commercial placement test at a university. At the institution, 967 students took the Michigan English Placement Test (MEPT) in 2005 to select 253 students for high ability classes on the basis of their raw scores. Using Rasch, the fit, reliability and targeting of the test are evaluated. While the MEPT was found to have acceptable fit figures, the reliability of the listening section was low (0.35). Also problematic for this placement test, over a third of the test items were found to be too easy and the remaining items had an uneven coverage of the abilities of the students. Finally, a comparison of placement decisions based on raw and Rasch scores finds a few differences among the students selected. Overall, the Rasch analysis revealed that extensive revisions are necessary in order for the MEPT to work effectively as a placement test.
참고문헌 (14)
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