ERIC Number: EJ1044124
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Using Rasch Measurement to Score, Evaluate, and Improve Examinations in an Anatomy Course
Royal, Kenneth D.; Gilliland, Kurt O.; Kernick, Edward T.
Anatomical Sciences Education, v7 n6 p450-460 Nov-Dec 2014
Any examination that involves moderate to high stakes implications for examinees should be psychometrically sound and legally defensible. Currently, there are two broad and competing families of test theories that are used to score examination data. The majority of instructors outside the high-stakes testing arena rely on classical test theory (CTT) methods. However, advances in item response theory software have made the application of these techniques much more accessible to classroom instructors. The purpose of this research is to analyze a common medical school anatomy examination using both the traditional CTT scoring method and a Rasch measurement scoring method to determine which technique provides more robust findings, and which set of psychometric indicators will be more meaningful and useful for anatomists looking to improve the psychometric quality and functioning of their examinations. Results produced by the more robust and meaningful methodology will undergo a rigorous psychometric validation process to evaluate construct validity. Implications of these techniques and additional possibilities for advanced applications are also discussed.
Descriptors: Item Response Theory, Scoring, Evaluation Methods, Anatomy, Program Improvement, Testing, Testing Programs, Test Theory, High Stakes Tests, Psychometrics, Robustness (Statistics), Scoring Rubrics, Medical Education, Program Validation, Evaluation Research, Higher Education, Student Evaluation
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A