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SUMMARY:Rasch analysis in physics education research: Why measurement matt
 ers
DTSTART:20260528T140000Z
DTEND:20260528T150000Z
DTSTAMP:20260526T204600Z
UID:indico-event-1678661@indico.cern.ch
CONTACT:impress-admin@cern.ch
DESCRIPTION:Speakers: Maja Planinic (Faculty of Science\, University of Za
 greb\, Zagreb\, Croatia)\n\n See all IMPRESS seminars and sign up for our 
 newsletter https://indico.cern.ch/category/15165/\nFrom the big bang to bl
 ack holes\, from elementary particles and the fundamental interactions tha
 t govern our universe to the world's largest and most complex scientific i
 nstruments\, our knowledge of the world builds on modern physics. To make 
 our current-best understanding available to all\, we need to invest in edu
 cational research and bridge the gap between those who know science\, thos
 e who teach science\, and those who learn science. \n\nThis month\, we wi
 ll discuss a paper by Maja Planinic\, William J. Boone\, Ana Susac\, and L
 ana Ivanjek about Rasch modelling in Physics Education Research.\nAbstract
 : \nThe Rasch model is a probabilistic model which describes the interact
 ion of persons (test takers or survey respondents) with test or survey ite
 ms and is governed by two parameters: item difficulty and person ability. 
 Rasch measurement parallels physical measurement processes by constructing
  and using linear person and item measures that are independent of the par
 ticular characteristics of the sample and the test items along a unidimens
 ional construct. The model’s properties make it especially suitable for 
 test construction and evaluation as well as the development and use of sur
 veys. The evaluation of item fit with the model can pinpoint problematic i
 tems and flag idiosyncratic respondents. The possibility of determining sa
 mple—independent item difficulties makes it possible to use the Rasch mo
 del for linking tests and tracking students’ progression. The use of the
  Rasch model in PER is continuously increasing. We provide an overview and
  examples of its use and benefits\, and also outline common mistakes or mi
 sconceptions made by researchers when considering the use of the Rasch mod
 el. We focus in particular on the question of how Rasch modeling can impro
 ve some common practices in PER\, such as test construction\, test evaluat
 ion\, and calculation of student gain on PER diagnostic instruments.\nPape
 r: \nPlaninic\, M.\, Boone\, W. J.\, Susac\, A.\, & Ivanjek\, L. (2019). R
 asch analysis in physics education research: Why measurement matters. Phys
 ical Review Physics Education Research\, 15(2)\, 020111. https://doi.org/1
 0.1103/PhysRevPhysEducRes.15.020111\n\nhttps://indico.cern.ch/event/167866
 1/\n\nZoom: https://cern.zoom.us/j/66764793935?pwd=dEzM7VHuN0lVgbAlmca5iXR
 jZswqrP.1
URL:https://indico.cern.ch/event/1678661/
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