A psychometric evaluation of an item bank for an English reading comprehension tool using Rasch analysis
Che Yee Lye, Singapore University of Social Sciences, Singapore
Poh Wee Koh, Singapore Examinations and Assessment Board, Singapore
Abstract
Keywords
References
Andrich, D., & Marais, I. (2019). A course in Rasch measurement theory. Springer texts in education.
Springer Singapore. https://doi.org/10.1007/978-981-13-7496-8_4
Bond, T. G. (2003). Validity and assessment: A Rasch measurement perspective. Metodologia de las
Clecias del Comportamientro, 5(2), 179-194.
Bond, T. G., & Fox. C. M. (2015). Applying the Rasch model: Fundamental measurement in the human
sciences (3rd ed.). Routledge. https://doi.org/10.4324/9781315814698
Cantó-Cerdán, M., Cacho-Martínez, P., Lara-Lacárcel, F., & García-Muñoz, Á. (2021). Rasch
analysis for development and reduction of Symptom Questionnaire for Visual
Dysfunctions (SQVD). Scientific Reports, 11(1), 14855. https://doi.org/10.1038/s41598-021-
-9
Christensen, K. B., Makransky, G., & Horton, M. (2017). Critical values for Yen’s Q 3:
Identification of local dependence in the Rasch model using residual correlations. Applied
psychological measurement, 41(3), 178-194. https://doi.org/10.1177/0146621616677520
Fan, J., & Bond, T. (2019). Applying Rasch measurement in language assessment. In V.
Aryadoust & M. Raquel (Eds.), Quantitative data analysis for language assessment volume I:
Fundamental techniques (pp. 83-102). Routledge.
https://www.taylorfrancis.com/chapters/edit/10.4324/9781315187815-5/applying-raschmeasurement-language-assessment-jason-fan-trevor-bond
Gierl, M. J., Bulut, O., Guo, Q., & Zhang, X. (2017). Developing, analyzing, and using distractors
for multiple-choice tests in education: A comprehensive review. Review of Educational
Research, 87(6), 1082–1116. https://doi.org/10.3102/0034654317726529
Hagell, P., & Westergren, A. (2016). Sample size and statistical conclusions from tests of fit to the
Rasch Model according to the Rasch Unidimensional Measurement Model (RUMM)
Program in Health Outcome Measurement. Journal of Applied Measurement, 17(4), 416 – 431.
Hwang, G. J., & Wu, P. H. (2014). Applications, impacts, and trends of mobile technologyenhanced learning: A review of 2008–2012 publications in selected SSCI journals.
International Journal of Mobile Learning and Organisation, 8(2), 83-95.
https://doi.org/10.1504/IJMLO.2014.062346
Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being, and
educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1-10.
https://doi.org/10.1016/j.lindif.2013.12.011
Livingstone, S., Mascheroni, G., & Staksrud, E. (2018). European research on children’s internet
use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103-1122.
https://doi.org/10.1177/1461444816685930
Messick, S. (1995). Standards of validity and the validity of standards in performance assessment.
Educational Measurement: Issues and Practice, 14(4), 5-8. https://doi.org/10.1111/j.1745-
1995.tb00881.x
Messick, S. (1994). Validity of psychological assessment: Validation of inferences from persons'
responses and performances as scientific inquiry into score meaning. ETS Research Report
Series, 1994(2), i-28. https://doi.org/10.1002/j.2333-8504.1994.tb01618.x
Ministry of Education of Singapore. (2020). Pedagogy: Teaching and learning English. In English
language syllabus – Primary foundation English - Secondary normal (technical) course. Curriculum
Planning and Development Division (CPDD), pp. 30–32. https://www.moe.gov.sg/-
/media/files/secondary/syllabuses-nt/eng/felnt_els-2020_syllabus.pdf
Mugnaini, D., Lassi, S., La Malfa, G., & Albertini, G. (2009). Internalizing correlates of dyslexia.
World Journal of Pediatrics, 5, 255-264. https://doi.org/10.1007/s12519-009-0049-7
Mullis, I. V. S., & Martin, M. O. (Eds.). (2021). PIRLS 2021 Assessment frameworks. Retrieved from
Boston College, TIMSS & PIRLS International Study Center website:
https://pirls2021.org/frameworks/wpcontent/uploads/sites/2/2019/04/P21_FW_Ch1_Assessment.pdf
Oakley, G. (2011). The assessment of reading comprehension cognitive strategies: Practices and
perceptions of Western Australian teachers. The Australian Journal of Language and Literacy,
(3), 279-293. https://doi.org/10.1007/BF03651863
OECD. (2016). PISA 2015 results (Volume I): Excellence and equity in education. OECD Publishing.
https://doi.org/10.1787/9789264266490-en
Pallant, J. F., & Tennant, A. (2007). An introduction to the Rasch measurement model: An
example using the Hospital Anxiety and Depression Scale (HADS). British Journal of Clinical
Psychology, 46(1), 1-18. https://doi.org/10.1348/014466506X96931
Pearson, P. D., & Hamm, D. N. (2005). The assessment of reading comprehension: A review of
practices—Past, present, and future. In S. G. Paris & S. A. Stahl (Eds.), Children's reading
comprehension and assessment, 31-88. https://doi.org/10.4324/9781410612762
Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen Danmarks
Paedagogiske Institut.
Ravand, H., & Firoozi, T. (2016). Examining the construct validity of the Master’s UEE using the
Rasch model and the six aspects of Messick’s framework. International Journal of Language
Testing, 6(1), 1-23. https://www.ijlt.ir/article_114414.html
RAND Reading Study Group (2002). Reading for understanding: Toward an R & D program in reading
comprehension. RAND Corporation.
https://www.rand.org/pubs/monograph_reports/MR1465.html
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in
reading comprehension: A critical review. Reading Psychology, 42(3), 214-240.
https://doi.org/10.1080/02702711.2021.1888348
DOI: https://doi.org/10.21831/reid.v10i1.65284
Refbacks
- There are currently no refbacks.
![Creative Commons License](http://licensebuttons.net/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.