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Using the dichotomous Rasch model to analyze polytomous items.

Qingping He1, Chris Wheadon

  • 1Office of Qualifications and Examinations Regulation, UK. Qingping.He@ofqual.gov.uk

Journal of Applied Measurement
|February 28, 2013
PubMed
Summary
This summary is machine-generated.

The dichotomous Rasch model can effectively analyze polytomous items and equate tests, yielding results similar to the more complex partial credit model (PCM). This simplifies test equating in educational assessment.

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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Item Response Theory

Background:

  • Rasch measurement models are crucial for educational test equating.
  • Attainment tests often feature both dichotomous and polytomous items.
  • The partial credit model (PCM) extends the dichotomous Rasch model for polytomous data but is more complex.

Purpose of the Study:

  • To explore the feasibility of using the dichotomous Rasch model for polytomous items.
  • To compare the dichotomous Rasch model with the PCM for test equating.
  • To assess the practical implications for educational assessment.

Main Methods:

  • A simulation study was conducted.
  • Data from a science achievement test were analyzed.
  • Item and person measures were compared between models.
  • Equated cut scores across different test forms were evaluated.

Main Results:

  • The dichotomous Rasch model and PCM produced comparable item and person measures.
  • Both models yielded equivalent cut scores for different test forms.
  • The dichotomous Rasch model demonstrated potential for simplifying polytomous item analysis.

Conclusions:

  • The dichotomous Rasch model offers a viable and simpler alternative to the PCM for analyzing polytomous items and equating tests.
  • This finding has practical implications for reducing complexity in educational assessment.
  • Further research can explore broader applications of this simplified approach.