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|Other Titles: ||Using the Multidimensional Rasch Model to Examine the Psychometric Properties of Mathematics Problem-Solving Attitude Scale (MPSAS)|
mathematics problem-solving attitude scale (MPSAS);multidimensional Rasch model;reliability;validity
|Issue Date: ||2016-08-08 11:17:21 (UTC+8)|
MPSAS, designed directly to measure the important aspects of problem solving specified in the mathematics curriculum, was developed with the CTT approach. Despite the satisfactory reliability and validity of the instrument, rating scale constructed by CTT has often been criticized for lacking the desired properties of an “objective measurement” therefore, the psychometric properties of MPSAS were re-examined with the multidimensional Rasch model. The sample of this study was 275 to 323 primary students who participated in a three-semester Mathematics Performance-and Portfolio-Assessment Project. Evidences regarding factor structure (comparison of various competing factor models), rating scale structure (hierarchy, distance, and fit of rating categories), measurement invariance (gender, grade and treatment DIF; stability of factor structure before and after the assessment experiment), item fit and item appropriateness, relationship with external variables (convergent/discriminant correlations, experimental study), and reliability were collected, and the results supported that the underlying trait defined by MPSAS holds the characteristics of an “objective measurement.” Discussions and suggestions with respect to scale application and revision, future research on psychometric properties, and empirical comparison between CTT and Rasch model were provided.
|Relation: ||教育與心理研究, 34(3),153-185|
Journal of Education & Psychology
|Data Type: ||article|
|Appears in Collections:||[教育與心理研究 TSSCI] 期刊論文|
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