During 1989 Rasch analysis was applied to an entire state school system in Australia for the first time. The government of Australia's largest state, New South Wales, contracted the Australian Council for Educational Research (ACER) to test the Numeracy and Literacy of all children in Year 6 (the final year of elementary schooling in Australia). Test results were required for 56,000 students.
A team led by Dr. Jan Lokan, consulted with the Education Department Curriculum Consultants in Sidney, and specifications for the tests were established. These were:
To consist of equal numbers of questions on Number (addition, subtraction, division, multiplication, common fractions, per cents, and decimals), Space (two-, three-dimensional space, nets of solids, and co-ordinates), and Measurement (money, mass, length, time, temperature, area, and volume).
To consist of Language questions (punctuation, spelling), and Grammar, and Reading (comprehension).
A further specification was that, since the tests were to be machine- scored and the children to be tested had no prior experience in formal test situations, some efforts were to be made to reduce the numbers of multiple-choice items. The ingenuity of the item writers was aroused by this last specification, and some innovative forms of response resulted. (See sample items in Figure 1.) Machine-scoring of these alternative response methods was made possible through special programming of optical-scanning equipment.
Trial forms were analyzed using BICAL and ITANAL (an ACER item analysis program). Items with poor fit were discarded. A final mapping of one hundred and fifty items was made, topic by topic, in logit difficulty order.
The final selection of items was made in consultation with Education Department personnel. The final test form contained 43 Numeracy items and 43 Literacy items. In both areas, the question contexts were derived from accompanying stimulus material - a children's magazine for Literacy and a mail order catalogue for Numeracy. The tests were administered in August 1989.
Items were examined for their cognitive requirements. To provide reports for parents, Skill Bands were developed based on those cognitive requirements. The Skill Band Descriptors were the basis for all of the 170,000 reports generated. Parents and teachers were supplied with written descriptions of what each child was "typically able to do". (See sample "Kidmap" report form in Figure 2.) The Education Department was furnished with conventional statistical information as well (state and regional means, and means and standard deviations for sub-populations of girls, boys, Aboriginal, and English-as-a-second-language students).
The reaction of the media and parents to these individualized reports was very positive - probably because children were no longer given "marks" or "pass or fail", but instead were being told exactly what sort of Literacy and Numeracy skills they had acquired.
The use of the Skill Band descriptors to give a criterion-based, non- numerical description of children's strengths was appreciated more often and more favorably than almost any other aspect of the project. In addition to the written reports, teachers received two "Kidmaps" for each student.
The Education Department is favorably impressed with the type of reports generated by Rasch analysis. It is expected that future statewide testing in New South and other parts of Australia will use Rasch methods.
The State Government has been able to use the results of the testing program to assess the resources needed by schools and has announced that efforts will be made to provide schools which the program has revealed as in need with extra resources.
This year (1990) Year 6 will again be tested (on a new test) with similar analyses and reporting formats for all 50,000 students. Work is continuing on the reporting formats, as these are seen to be of great importance for the public "face" of Rasch analysis. Further report formats are currently being developed for use with other tests and in ways that they can be generated by PC for use with item banks.
|Figure 1. Sample Innovative Items|
|Figure 2. Sample KIDMAP|
|Figure 3. Skill Band Definition|
|Figure 4. Sample Diagnostic KIDMAP|
Rasch Down Under - Kidmaps, B Doig Rasch Measurement Transactions, 1990, 4:1 p.96-100
Please help with Standard Dataset 4: Andrich Rating Scale Model
|Rasch Measurement Transactions (free, online)||Rasch Measurement research papers (free, online)||Probabilistic Models for Some Intelligence and Attainment Tests, Georg Rasch||Applying the Rasch Model 3rd. Ed., Bond & Fox||Best Test Design, Wright & Stone|
|Rating Scale Analysis, Wright & Masters||Introduction to Rasch Measurement, E. Smith & R. Smith||Introduction to Many-Facet Rasch Measurement, Thomas Eckes||Invariant Measurement: Using Rasch Models in the Social, Behavioral, and Health Sciences, George Engelhard, Jr.||Statistical Analyses for Language Testers, Rita Green|
|Rasch Models: Foundations, Recent Developments, and Applications, Fischer & Molenaar||Journal of Applied Measurement||Rasch models for measurement, David Andrich||Constructing Measures, Mark Wilson||Rasch Analysis in the Human Sciences, Boone, Stave, Yale|
|in Spanish:||Análisis de Rasch para todos, Agustín Tristán||Mediciones, Posicionamientos y Diagnósticos Competitivos, Juan Ramón Oreja Rodríguez|
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|Coming Rasch-related Events|
|June 30 - July 29, 2017, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Further Topics (E. Smith, Winsteps), www.statistics.com|
|July 31 - Aug. 3, 2017, Mon.-Thurs.||Joint IMEKO TC1-TC7-TC13 Symposium 2017: Measurement Science challenges in Natural and Social Sciences, Rio de Janeiro, Brazil, imeko-tc7-rio.org.br|
|Aug. 7-9, 2017, Mon-Wed.||In-person workshop and research coloquium: Effect size of family and school indexes in writing competence using TERCE data (C. Pardo, A. Atorressi, Winsteps), Bariloche Argentina. Carlos Pardo, Universidad Catòlica de Colombia|
|Aug. 7-9, 2017, Mon-Wed.||PROMS 2017: Pacific Rim Objective Measurement Symposium, Sabah, Borneo, Malaysia, proms.promsociety.org/2017/|
|Aug. 10, 2017, Thurs.||In-person Winsteps Training Workshop (M. Linacre, Winsteps), Sydney, Australia. www.winsteps.com/sydneyws.htm|
|Aug. 11 - Sept. 8, 2017, Fri.-Fri.||On-line workshop: Many-Facet Rasch Measurement (E. Smith, Facets), www.statistics.com|
|Aug. 18-21, 2017, Fri.-Mon.||IACAT 2017: International Association for Computerized Adaptive Testing, Niigata, Japan, iacat.org|
|Sept. 15-16, 2017, Fri.-Sat.||IOMC 2017: International Outcome Measurement Conference, Chicago, jampress.org/iomc2017.htm|
|Oct. 13 - Nov. 10, 2017, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|Jan. 5 - Feb. 2, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|Jan. 10-16, 2018, Wed.-Tues.||In-person workshop: Advanced Course in Rasch Measurement Theory and the application of RUMM2030, Perth, Australia (D. Andrich), Announcement|
|Jan. 17-19, 2018, Wed.-Fri.||Rasch Conference: Seventh International Conference on Probabilistic Models for Measurement, Matilda Bay Club, Perth, Australia, Website|
|April 13-17, 2018, Fri.-Tues.||AERA, New York, NY, www.aera.net|
|May 25 - June 22, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
|June 29 - July 27, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Further Topics (E. Smith, Winsteps), www.statistics.com|
|Aug. 10 - Sept. 7, 2018, Fri.-Fri.||On-line workshop: Many-Facet Rasch Measurement (E. Smith, Facets), www.statistics.com|
|Oct. 12 - Nov. 9, 2018, Fri.-Fri.||On-line workshop: Practical Rasch Measurement - Core Topics (E. Smith, Winsteps), www.statistics.com|
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