NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ916713
Record Type: Journal
Publication Date: 2011-Mar
Pages: 23
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0036-8326
Using Rasch Theory to Guide the Practice of Survey Development and Survey Data Analysis in Science Education and to Inform Science Reform Efforts: An Exemplar Utilizing STEBI Self-Efficacy Data
Boone, William J.; Townsend, J. Scott; Staver, John
Science Education, v95 n2 p258-280 Mar 2011
Over many decades, science education researchers have developed, validated, and used a wide range of attitudinal instruments. Data from such instruments have been analyzed, results have been published, and public policies have been influenced. Unfortunately, most science education instruments are not developed using a guiding theoretical measurement framework. Moreover, ordinal-level attitudinal data are routinely analyzed as if these data are equal interval, thereby violating requirements of parametric tests. This paper outlines how researchers can use Rasch analysis to develop higher quality science education instruments and why researchers must use Rasch analysis to prepare appropriate ordinal-level data for parametric analyses. Detailed recommendations are set forth to help science education researchers increase the rigor of attitudinal instrument development and analysis. Suggestions are also set forth regarding how philosophical and analytical Rasch techniques align with broad goals of the science education research community. (Contains 1 footnote, 8 tables, and 8 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A