An application of the Rasch model to reading comprehension measurement
Bibliographic Data
| ID | 4406743 |
|---|---|
| Authors | Sandra Santos (0000-0003-0631-816X, University of Minho), Irene Cadime (0000-0001-8285-4824, University of Minho), Fernanda Leopoldina Viana (0000-0002-5101-6454, University of Minho), Gerardo Prieto (0000-0001-8187-7784, University of Minho), Séli Chaves-Sousa, Séli Chaves‐Sousa (University of Minho), Alina Galvão Spinillo (0000-0002-6113-4454, University of Minho), Iolanda Ribeiro (0009-0006-3090-5224, University of Minho, corresponding author) |
| Year | 2016 |
| Volume | 29 |
| Issue | 1 |
| Pages | 38 |
| Publication date | 2016-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psicologia Reflexão e Crítica (JOURNAL) |
| Journal identifiers | ISSN: 0102-7972 • E-ISSN: 1678-7153 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s41155-016-0044-6 |
| OpenAlex | W2474575738 |
| Language | EN |
| Citations received | 3 |
| References cited | 18 |
An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students’ performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed
Cognitive psychology · Comprehension · Developmental psychology · Item response theory · Linguistics · Mathematics education · Polytomous Rasch model · Portuguese · Psychometrics · Rasch model · Reading (process) · Reading comprehension · Reliability (semiconductor) · Test (biology) · Computer Science · Psychology · Reading and Literacy Development
Test Equating, Scaling, and Linking
Test Equating, Scaling, and Linking
Assessing Reading
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
PIRLS 2021 International Results in Reading
The Acquisition of Reading Comprehension Skill
Applying the Rasch Model
Building out a measurement model to incorporate complexities of testing in the language domain
The Ciera School Change Framework
| Citations per year | 0.5 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |