By Russell Waugh
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Additional resources for Applications of Rasch Measurement in Education (Education in a Competitive and Globalizing World)
37 Finding the value of an unknown which satisfies the equation Y 60 5 The items relating to the identification of the true equation were found to be ordered from very easy (item 214) to very hard (item 34) (see Table 3). For example, the students found that it very easy to identify the true equation from the given choices of item 214. They found it very easy (but harder) to identify the true equation of items 174 and 53, moderately easy for item 13, hard for item 74, and very hard for items 71, 134, 73, 112, 233 and 34, as would be expected.
Mahwah, New Jersey: Lawrence Erlbaum Associates. Boonprasert, U. (1988). The construction of item banking. Bangkok: Chulalongkorn University. L, and Sekaran, U. (2001). Applied business research: qualitative and quantitative methods. Singapore: Markono Print media Pty Ltd Chansilp, S. (2006). Online Test Bank SUT. html Choppin, B. (1981). Educational measurement and the item bank model. In C. Lacey and D. ), Issues in evaluation and accoutability. Methuen, London. Choppin, B. (1985). Principles of item banking.
5. (27) I will tell my friends about Computerized Adaptive Testing. 36 Students found it very easy to say that they were ready to apply their knowledge of Computerized Adaptive Testing (item 30). They found it moderately easy to say that they would rather take a Computerized Adaptive Test (item 28) (than an ordinary test) and that they would introduce their younger friends to Computerized Adaptive Testing (item 29). Students found it very hard to say that they could take a Computerized Adaptive Test in a mathematics competition (item 26) and that they would tell their friends about Computerized Adaptive Testing (item 27).