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Measuring higher education outcomes with a multidimensional Rasch model.

Christine E Demars1

  • 1MSC 6806, Center for Assessment and Research Studies, James Madison University, Harrisonburg VA 22807, USA. demarsce@jmu.edu

Journal of Applied Measurement
|October 22, 2004
PubMed
Summary

This study used a multidimensional Rasch model to link student abilities, test items, and course grades on a single scale. This approach enhances the interpretation of both student performance and grading within general education.

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Area of Science:

  • Educational Measurement and Psychometrics
  • Higher Education Curriculum Assessment

Background:

  • Traditional assessment methods often struggle to integrate diverse data sources like test scores and course grades.
  • A unified metric is needed to interpret student abilities, assessment items, and academic performance cohesively in university settings.

Purpose of the Study:

  • To apply a multidimensional Rasch model to simultaneously measure student abilities, test items, and course grades.
  • To establish a common metric for interpreting assessment data and grades within a university general education curriculum.
  • To explore how integrating grades enhances the meaning and interpretation of both assessment items and student grades.

Main Methods:

  • Utilized a multidimensional Rasch model for data analysis.
  • Calibrated two ability-measuring instruments and course grades from related subjects.

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  • Integrated persons, test items, and course grades onto a single measurement scale (metric).

    • Main Results:

    • Successfully placed student abilities, test items, and course grades on the same metric.
    • Demonstrated that incorporating grades provides additional meaning to the measurement scale.
    • Observed reasonable model fit for test items and grades, with adequate person separation reliability.

    Conclusions:

    • The multidimensional Rasch model effectively integrates diverse assessment data, including grades, into a unified measurement framework.
    • This integrated metric aids instructors in interpreting assessment items in relation to specific student grade ranges.
    • The approach offers enhanced interpretability for both assessment outcomes and the grading process in higher education.