EXAMINING THE RELATIONSHIP BETWEEN THE RASCH AND 2-PL MODELS OF IRT IN SELECTING ITEMS IN A CONSTRUCTED TEST FOR CURRICULUM DEVELOPMENT
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Item Response Theory (IRT) has gained significant attention in educational measurement due to its ability to provide valuable insights into test item characteristics and student performance. The Rasch model and the 2-parameter logistic (2-PL) model are two widely used IRT models that offer different perspectives on item functioning. This study aims to examine the relationship between the Rasch and 2-PL models in the context of selecting items for a constructed test in curriculum development.
The study utilizes a sample of students from diverse educational backgrounds and employs a mixed-methods research design. Firstly, a comprehensive item pool is developed based on the target construct and curriculum objectives. Subsequently, a subset of items is selected using both the Rasch and 2-PL models.
Quantitative analysis involves fitting the Rasch and 2-PL models to the item responses and comparing the item parameters, including item difficulty and discrimination. The relationship between the models is explored using statistical techniques such as correlation and agreement indices. Additionally, qualitative data from expert judgments and item reviews provide valuable insights into the strengths and limitations of each model in the context of curriculum development.
Preliminary findings suggest a strong correlation between the item parameters estimated by the Rasch and 2-PL models. However, certain discrepancies are observed, indicating that the models capture different aspects of item functioning. The Rasch model places more emphasis on item difficulty, while the 2-PL model incorporates discrimination parameters, providing a more nuanced understanding of item performance.
The implications of these findings for curriculum development are discussed. The Rasch model’s simplicity and focus on item difficulty make it suitable for initial item selection and test equating, ensuring fairness across different test administrations. On the other hand, the 2-PL model’s ability to consider discrimination parameters can aid in identifying items that differentiate well between students of varying abilities, thereby informing instructional practices and curriculum refinement.
Overall, this study contributes to the ongoing dialogue on the selection of items in constructed tests for curriculum development by examining the relationship between the Rasch and 2-PL models of IRT. The findings highlight the complementary nature of these models and provide valuable insights for researchers, test developers, and curriculum designers in making informed decisions about item selection and curriculum improvement.
EXAMINING THE RELATIONSHIP BETWEEN THE RASCH AND 2-PL MODELS OF IRT IN SELECTING ITEMS IN A CONSTRUCTED TEST FOR CURRICULUM DEVELOPMENT, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS