ITEM BIAS: MANTEL-HAEHSZEL AND THE RASCH MODEL John M. Linacre and Benjamin D. Wright Memorandum No. 39 MESA Psychometric Laboratory Department of Education University of Chicago February 1987 The Mantel-Haenszel (MH) procedure attempts to identify and quantify differential item performance (item bias). This paper summarizes the MH statistics, and identifies the parameters they estimate . An eq...

This paper explores the suitability of using automatically discovered topics from MOOC discussion forums for modelling students’ academic abilities. The Rasch model from psychometrics is a popular generative probabilistic model that relates latent student skill, latent item difficulty, and observed student-item responses within a principled, unified framework. According to scholarly educational...

Background: The importance of assessing student learning outcomes has demanded attention from most everyone involved in the higher education enterprise, as accreditation and funding implications are often linked to the results. Faculty, however, are often critical of the assessment process because outcomes assessment is costly with regard to time, energy and other resources, and evidence of its...

Purpose – The purpose of the current study is to develop a generic and short questionnaire to measure work performance at the individual level – the Individual Work Performance Questionnaire (IWPQ). The IWPQ was based on a four-dimensional conceptual framework, in which individual work performance consisted of task performance, contextual performance, adaptive performance, and counterproductive...

Rasch analysis was used to illustrate the usefulness of item-level analyses for evaluating a common therapy outcome measure of general clinical distress, the Symptom Checklist-90Revised (SCL-90-R, Derogatis, 1994). Using complementary therapy research samples, we found that the instrument’s 5-point rating scale exceeded clients’ ability to make reliable discriminations and could be improved by ...

As reported in a previous paper, teaching mathematics to non-specialist undergraduate students in the UK has become particularly problematic in recent years. A larger scale survey of first year undergraduate students was subsequently undertaken to explore levels of mathematical anxiety among the student group. This paper illustrates and reports on the application of Rasch analysis to these surv...

This article outlines the main results and methodological challenges of a large scale survey on actual digital skills. A test covering three main dimensions of digital literacy (theoretical, operational and evaluation skills) was administered to a random sample of 65 third-year high school classes, producing data on 980 students. Items include knowledge questions, situation-based questions and ...

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures...

The Partial Credit Model (PCM) is sometimes interpreted as a model for stepwise solution of polytomously scored items, where the item parameters are interpreted as difficulties of the steps. It is argued that this interpretation is not justified. A model for stepwise solution is discussed. It is shown that the PCM is suited to model sums of binary responses which are not supposed to be stochast...

Caussinus’s loglinear model of quasi symmetry has interesting connections with models for within-subject effects with repeated categorical measurement. For binary responses, Tjur (1982) showed that estimates of main effect parameters in the quasi-symmetry model are also conditional maximum likelihood estimates of item parameters for a fixed effects treatment of subject terms in the Rasch item r...