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首页> 外文期刊>Journal of applied measurement >Lucky Guess? Applying Rasch Measurement Theory to Grade 5 South African Mathematics Achievement Data
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Lucky Guess? Applying Rasch Measurement Theory to Grade 5 South African Mathematics Achievement Data

机译：幸运的猜测？将Rasch测量理论应用于5年级南非数学成就数据

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摘要

The use of multiple-choice items in assessments in the interest of increased efficiency brings associated challenges, notably the phenomenon of guessing. The purpose of this study is to use Rasch measurement theory to investigate the extent of guessing in a sample of responses taken from the Trends in International Mathematics and Science Study (TIMSS) 2015. A method of checking the extent of the guessing in test data, a tailored analysis, is applied to the data from a sample of 2188 learners on a subset of items. The analysis confirms prior research that showed that as the difficulty of the item increases, the probability of guessing also increases. An outcome of the tailored analysis is that items at the high proficiency end of the continuum, increase in difficulty. A consequence of item difficulties being estimated as relatively lower than they would be without guessing, is that learner proficiency at the higher end is under estimated while the achievement of learners with lower proficiencies are over estimated. Hence, it is important that finer analysis of systemic data takes into account guessing, so that more nuanced information can be obtained to inform subsequent cycles of education planning.
机译：在评估中使用多项选择项目的利益提高效率带来相关的挑战，特别是猜测的现象。本研究的目的是使用RASCH测量理论来研究从国际数学和科学研究（TIMSS）2015中采取的响应样本的猜测程度。一种检查测试数据猜测程度的方法，量身定制的分析，应用于项目中的2188名学习者样本的数据。分析证实了现有研究表明，随着物品的难度增加，猜测的可能性也增加。定制分析的结果是，难度高熟练末期的物品，难度增加。项目困难的结果估计比在不猜测的情况下估计相对较低，是在估计估计较低型突发事件的学习者的学习者熟练程度估计。因此，重要的是，对系统数据的更精细分析考虑到猜测，因此可以获得更细致的信息来告知随后的教育计划周期。

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