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Exploring the use of Rasch modelling in "common content" items for multi-site and multi-year assessment.

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Rasch modelling enhances educational assessment quality assurance by evaluating item performance and student comparisons. However, its complexity and novelty present implementation barriers for educators.

Keywords:
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Area of Science:

  • Educational Measurement
  • Psychometrics
  • Medical Education

Background:

  • Rasch modelling offers advanced analytics for educational assessments.
  • Its application in UK medical schools for quality assurance is explored.
  • Barriers and benefits of Rasch modelling implementation are investigated.

Purpose of the Study:

  • To describe the benefits of Rasch modelling in quality assurance for medical education assessments.
  • To identify barriers to the adoption and effective use of Rasch modelling.
  • To evaluate item performance and student comparability using Rasch modelling.

Main Methods:

  • Applied Rasch modelling to data from 30 UK medical schools (60 datasets, 14,342 sittings).
  • Utilized common content multiple-choice items across two academic years (2016-17, 2017-18).
  • Evaluated unidimensionality, model fit, item quality, and performed horizontal and vertical equating.

Main Results:

  • Rasch modelling identified potential improvements in item construction and provided quality assurance.
  • Horizontal equating revealed significant score differences across medical schools.
  • Vertical equating indicated stable item characteristics over time, despite some data violating model assumptions.

Conclusions:

  • Rasch modelling offers superior model- and item-level reporting compared to classical methods in educational assessment.
  • Addressing the complexity and limited familiarity with Rasch modelling is crucial for successful implementation.
  • Clearer guidelines are needed for interpreting and acting upon Rasch model outputs for problematic data.