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An application of multi-faceted Rasc...

Hetherman, Stephen Crowe.

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An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education./
作者:	Hetherman, Stephen Crowe.
面頁冊數:	192 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2172.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135342
ISBN:	0496825666

An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education.
Hetherman, Stephen Crowe.

An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education. - 192 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2172.

Thesis (Ed.D.)--Columbia University Teachers College, 2004.

The purpose of this investigation was to monitor the functioning of a many-faceted essay examination system and analytic scoring procedure, particularly, the variability associated with a number of facets. To achieve this purpose, the study used a series of many-facet Rasch measurement models to conduct empirical investigations of the assumptions underlying the essay examination system. All relevant facets of the assessment examination system and their interactions were examined.

ISBN: 0496825666Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education.
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245 1 3 $a An application of multi-faceted Rasch measurement to monitor effectiveness of the written composition in English in the New York City Department of Education.
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500 $a Sponsor: Madhabi Chatterji.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2004.
520 $a The purpose of this investigation was to monitor the functioning of a many-faceted essay examination system and analytic scoring procedure, particularly, the variability associated with a number of facets. To achieve this purpose, the study used a series of many-facet Rasch measurement models to conduct empirical investigations of the assumptions underlying the essay examination system. All relevant facets of the assessment examination system and their interactions were examined.
520 $a Appropriate Rasch dichotomous and polytomous models were applied to the study's sample data (N = 230) to establish empirically that: (a) the range of applicants' language mechanics ability was discernible at two distinct levels of the latent trait continuum (0, 1), irrespective of the number of errors documented in the 250-word essay by raters; (b) the difficulty levels of language components rated varied significantly from -1.68 to 1.33 logits; (c) overall, raters demonstrated high intra-rater reliability (standardized z-values ranged from -1.48 to 3.5) with three raters classified with aberrant ratings over four grading sessions; (d) essay test topics were non-interchangeable in difficulty; and (e) there were significant language component by job category interactions. Inconsistencies with assumptions underlying the system, with practical and theoretical implications of findings, are noted. Suggestions are made for further research.
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