[Rasch] Modeling content delivered

Parisa Daftari Fard pdaftaryfard at yahoo.com
Sat Sep 25 23:26:32 EST 2010

Dear Dr. Linacre,
The situation sounds interesting to me too.
you kindly wrote
(baseline ability of person n) + (learning effect up to day d) - 
(difficulty of item i) -> observation

How come facet can estimate these. Do you have an example of the model in your web. If we consider base line ability as pretest 
learning effect on dynamic assessment test (test with a hint)
and the transfer of ability on posttest 
How facet can be used in such a model.

--- On Sat, 9/25/10, Mike Linacre <rmt at rasch.org> wrote:

From: Mike Linacre <rmt at rasch.org>
Subject: Re: [Rasch] Modeling content delivered
To: rasch at acer.edu.au
Date: Saturday, September 25, 2010, 4:36 PM


You describe an exciting situation. A couple of questions:

1. Could the math items be spiralled so that different students respond to 
different items on different days?

2. Is there an intervention during the administration (such as math teaching)?

Let's assume the items are spiralled in some way, and there is an 
intervention which operates uniformly across the students, then we could 
estimate this Rasch model:

(baseline ability of person n) + (learning effect up to day d) - 
(difficulty of item i) -> observation

This parallels studies of changes in rater leniency across rating sessions.

Mike Linacre
mike at winsteps.com

At 9/25/2010, you wrote:
>Can anyone point me to an example where a Rasch model was used to evaluate 
>unique test items administered over a series of days? For example, could a 
>Rasch model be used to calibrate a math test delivered two items per day 
>over the course of a couple of weeks? If this is a reasonable goal, what 
>are the pitfalls?
>Thank you for your input.
>Jacob Kean

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