[Rasch] Solving longitudinal puzzles with Rasch?

Iasonas Lamprianou liasonas at cytanet.com.cy
Mon Dec 15 17:18:09 EST 2014


Thank you Mike,
indeed, interesting idea. I will try to work along those lines, and I hope I will get something useful out of it. Any additional ideas, anyone?

Jason

----- Original Message -----
From: "Mike Linacre" <mike at winsteps.com>
To: rasch at acer.edu.au
Sent: Friday, 12 December, 2014 10:03:25 AM
Subject: Re: [Rasch] Solving longitudinal puzzles with Rasch?

Thank you for asking, Iasonas.

You wrote: "This has the problem that the students are not really 
"different" and there should be a lot of collinearity (dependence)."

This is an unease felt by many statisticians when faced with time-series 
data. So, let's calibrate the unease by considering the best case and 
the worst case situations.

Students do not repeat tests, but perhaps items on the tests are 
classified by content area. Let's imagine so, and give each student 
stronger and weaker content areas.

Best case: the students change so much every two months that they are 
statistically unrecognizable. They usually have slightly higher overall 
ability each time. Their stronger and weaker content areas change each 
time. They become "new" students.

Worst case: the students do not change at all! We are testing the same 
students again at the same ability levels. Their stronger and weaker 
content areas do not change.

For convenience, let's imagine that the administration of tests to each 
student is the same in both situations, so that the total number of 
administrations of each item is the same in both situations.

Let's speculate: if we were shown only the item statistics for the two 
situations (without being told which is which), what differences would 
we see?

Here's a speculation: the student abilities in the best case increase 
during the year, so there will be relatively more successes later in the 
year. The item p-values in the best case will be higher than the item 
p-values in the worst case. But the "new" student abilities are also 
increasing in the best case, so higher p-values do not mean easier items 
in the Rasch sense. The two sets of item difficulties will be almost the 
same! If we were only shown the two sets of item difficulties, we would 
not know which is which (or have I missed something?)

Everyone: any thoughts or speculations (or data simulations) to help 
Iasonas?

Mike L.

On 12/12/2014 14:29 PM, Iasonas Lamprianou wrote:
 > Dear all,
 > I need to solve a longitudinal puzzle. I would love to use Rasch (if 
it is the most appropriate tool). My post is long, but my puzzle is complex!
 > I have data from a computerized test. The students were allowed to 
log in whenever they wanted to take any number of short tests.Each test 
had 3-7 questions. Each test consists of different questions. There is 
no cosnistent pattern as to which tests  were completed by the students 
(i.e. some students completed test A first but others would complete 
test Z first). The tests are not of the same difficulty. The items 
within a test are not of the same difficulty. The tests/items are not 
calibrated. There are many thousands of students and tens of tests 
(=hundreds of items). The teachers have a vague idea of the difficulty 
of each test, so they tried to match the difficulty of the test with the 
ability of the students. But of course, as I said, the tests are not 
calibrated (so the teachers were not really sure how difficult each test 
was), and they did not really have precise measures of the students 
ability (but of course they knew their students). This practice lasted 
for a whole year. Some students were more industrious, so they used log 
in every week (any time during the month/year) and they used to take a 
test. Others logged in once a month; and others only logged in once and 
took only one test. Overall, the students have taken on average 4-5 
tests (=15-20 items), at random time points across the year. However, 
the ability of the students changed across the year. My question is how 
can I use (if I can) the Rasch model to analyze the data? In effect, my 
aim is: (a) to calibrate all the tests/items so that I can have an item 
bank, and (b) estimate student abilities at the start and end of the 
year (wherever possible) to measure progress. I am ready to assume that 
item difficulties do not change (we do not alter the items) but student 
abilities do change (hopefully improve) across time.
 > I am not sure if this puzzle can be solved using Rasch models. I 
thought that I could split the year in intervals of, say, 2 months. 
Assume that the ability of each person during those two months is more 
or less the same. Also assume that each person is a different version of 
itself in the next two months. Then assume that item difficulties are 
fixed. Then run the analysis with six times the number of students (each 
two months the student "changes"). This has the problem that the 
students are not really "different" and there should be a lot of 
collinearity (dependence).
 > Any idea will be values and considered to be significant.
________________________________________
Rasch mailing list
email: Rasch at acer.edu.au
web: https://mailinglist.acer.edu.au/mailman/options/rasch/liasonas%40cytanet.com.cy


More information about the Rasch mailing list