Introduction to Rasch Measurement and Traditional Classical Test Theory (CTT)

An External Study/Online Unit: July 22 - November 4, 2002

The Unit of Study - Background

In the Australian Semester 2, 2002 (July 22 to November 4), a graduate unit of study introducing Rasch measurement is available in the external study mode. This means that the unit can be studied from anywhere in the world. A discussion group will be set up for online interaction.

Students enrolled obtain (i) a set of lecture materials, which are the lectures written out, (ii) the assignments, (iii) the necessary reading materials, and (iv) the Study Guide setting out the steps in the study.

This unit was offered in the same period in 1999 and 2000, and each time some 20 people from many parts of the world took the opportunity to enrol. Because of the success of that presentation, it is being offered again this year.

Features of the Unit

(i) it begins from first principles,

(ii) exercises at the end of each Topic consolidate the ideas,

(iii) it introduces the Guttman structure as a lead into both traditional test theory and Rasch measurement,

(iv) it reviews elementary traditional test theory in a way that it relates to the Rasch models,

(v) it reviews the necessary elementary statistics,

(vi) it studies the dichotomous model and the model for ordered response categories,

(vii) it studies model fit, including differential item functioning,

(viii) it involves discussion group permits you to interact with other students in the class, and

(ix) it provides a student version of the interactive, Windows program RUMM2010 for analyzing data.

The RUMM2010 program is a very easy to use interactive program that permits learning many features of Rasch measurement model by working around the program's menus - for example the effects of rescoring any item, deleting items, studying alternatives in distractors, assessing differential item functioning, automatic linking of different sets of items, effects of deleting samples or individuals, taking account of missing data, and so on. All information is available both graphically and statistically, including item characteristic curves, person item maps, etc, enhancing understanding.

Who Should Enrol

The unit is suitable for people from many social research backgrounds, but four in particular.

(i) Professionals engaged in assessment and measurement of performance and attitude, and who know traditional test theory and are interested in learning the principles of modern test theory and Rasch measurement in particular.

(ii) People in education, psychology, health care, health sciences who are concerned with outcome measurement.

(iii) People who have become familiar with Rasch measurement and item response theory through professional exposure, but would like to consolidate their understanding of its first principles.

(iv) Students who are involved in higher degree studies and require knowledge and evidence of studying educational and psychological measurement, in particular introduction to traditional and modern test theory.

Methods of Enrolling

1. As a professional taking the unit as a professional development course. The only difference between this enrolment and the next two kinds of enrolment is that in this one no formal assessment and grading is carried out, although work handed in is marked. Those who have participated effectively are given a certificate of participation. The cost as a professional development unit will be of the order of $US700.00.

2. As a student from a university, other than Murdoch University. Students should check in advance if their university will give them credit for the unit.

3. As a student from Murdoch University.

Topics Covered

Topic 1 Review of measurement and statistics in education and social science

Topic 2 Reliability and validity

Topic 3 Formalization of traditional reliability

Topic 4 Calculation of reliability

Topic 5 The Rasch model for dichotomous responses: The simplest latent trait model:

Topic 6 Separation of person and item parameters

Topic 7 The significance of total scores

Topic 8 Estimating person ability and item difficulty

Topic 9 Fit of the responses to the model including Differential Item Functioning.

Topic 10 The Rasch model for ordered response categories: Analysis of partial credit or rated items

Topic 11 (a) A relationship between the reliability of traditional test theory and Rasch latent trait theory; (b) Linking using the Rasch model

For further information regarding costs, timetable, enrolment procedures, and so on, please let me know so that I can put you on our mailing list. Email andrich@murdoch.edu.au with Subject: "RaschOnLine"

Note: for a report by a previous student, see RMT 13:2 p. 695, www.rasch.org/rmt/rmt132h.htm

Introduction to Rasch Measurement and Traditional Test Theory. Andrich D.A. … 15:4 p. 848-849

Introduction to Rasch Measurement and Traditional Test Theory Andrich D.A. … Rasch Measurement Transactions, 2002, 15:4 p. 848-849

Rasch Publications
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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