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ERIC Number: EJ928249
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0022-0671
Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar
Vogel, Severine P.; Engelhard, George, Jr.
Journal of Educational Research, v104 n4 p267-282 2011
The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement theory. The authors used the FACETS computer program (Linacre, 2007) to analyze the data. The results of this study show that the Rasch model can be used for small-scale classroom assessment. Even though the sample size was small (N = 44), the results of this study illustrate the utility of analyzing classroom assessment data through the lens of Rasch measurement theory. As expected, the students increased their proficiency in French grammatical structures from pretest to posttest. The results also suggest that student proficiency on French grammatical structures is higher when taught with a guided inductive approach. (Contains 8 tables and 6 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A