An application of the Rasch model to reading comprehension measurement
Sandra Santos; Irene Cadime; Fernanda Leopoldina Viana; Gerardo Prieto; Séli Chaves‐Sousa; Alina Galvão Spinillo; Iolanda Ribeiro; Trevor G. Bond
An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students' performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidime...
Sandra Santos, Irene Cadime, Fernanda Leopoldina Viana, Gerardo Prieto, Séli Chaves‐Sousa, Alina Galvão Spinillo, Iolanda Ribeiro, & Trevor G. Bond (2016). An application of the Rasch model to reading comprehension measurement. Psicologia Reflexão e Crítica, 29(1). https://doi.org/10.1186/s41155-016-0044-6