Appraisal of course learning outcomes using rasch measurement: a case study in information technology education
Appraisal of course learning outcomes using rasch measurement: a case study in information technology education
复制标题
使用拉什测量评估课程学习成果：信息技术教育案例研究
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Mohd Saidfudin Masodi
中科院分区：
文献类型：
--
作者：
A. Mohamed;A. A. Aziz;Sohaimi Zakaria;Mohd Saidfudin Masodi
Rasch测量模式在社会科学教育测量中的发展迅速扩展到其他教育领域，包括技术和工程领域。本文是信息技术教育测评范式向生物Rasch模式转变的一次尝试。根据库恩对测量作用的解释，目前使用的基本测量方法，特别是学习成绩测量系统(LPMS)，与目前使用的基本测量方法存在兼容性。这些都不能从工程科学或统计学的教科书中找到。作为这一范式的转变，马来西亚一所高等学府的教师已着手应用Rasch模型来衡量其课程学习成果(CLO)：决策支持系统的成绩，这是新颁布的《2005年马来西亚资格框架》(MQF)规定的先决条件。Rasch模型将学生列成表格；即，人和物品在分布图(PIDM)上，它在线性尺度上给出了学生成绩的精确概述。与传统的直方图列表法和简单平均法的比较分析表明，Rasch测量在理解信息技术教育中的问题时具有更好的探索性深度。尽管样本量很小，但学生们根据各自的认知技能进行了明确的分类；CLO是基于布鲁姆的分类法构建的。随后，有可能将这种方法推广到学生或专业人员的通用技能评估中。这导致了一种使用Rasch模型评估个人能力的新范式。
The development of Rasch measurement model in social science educational measurement has rapidly expanded to other areas of education including technical and engineering fields. This paper is an attempt of a paradigm shift in testing and evaluation in it education towards bio-based Rasch model. It is believed compatibility exist with the fundamental measurement currently used based on Kuhn's explanation on the role of measurement; in particular, Learning Performance Measurement System (LPMS). These cannot be gleaned from textbooks in engineering science or statistics. Taking the paradigm shift, faculty a, in one of Malaysian institution of higher learning has embarked on the application of Rasch model to measure the achievement of it's Course Learning Outcomes (CLO): decision support system, as a pre-requisite stipulated in the newly enacted Malaysia Qualification Framework, 2005 (MQF). Rasch model tabulates the students; i.e. Person and Items on a distribution map (PIDM) which gives a precise overview of the student's achievement on a linear scale for measurement. Comparative analysis against the traditional histogram tabulation and simple mean shows that Rasch measurement was found to give a better exploratory depth in understanding problems in information technology education. Despite the small sample size, the students were clearly categorized according to the respective cognitive skills hence; CLO's which was structured based on bloom's taxonomy. Subsequently, it is possible to extend this approach in assessment of generic skills in students or professionals. This leads to a new paradigm in assessing competency of individuals using Rasch model.