Analyzing Primary Level Reading Tests Using The Rasch Model and Classical Method

Authors

Lim Tock Keng

Publication Date

1994-01-01

Abstract

Reading comprehension tests for Primary 3 and 5 levels, constructed initially as part of a package for pupil profiling at the primary level, were analyzed using the Rasch model and classical item analysis Items were written to test reading comprehension skills in the following areas: following instructions, locating relevant information sources. following a sequence of ideas, anticipating story development, making inferences and reading for main ideas. The items had been first pilot tested in two above-average schools involved in the profiling project. Preliminary analysis of the tests, using both the Rasch model and classical analysis, showed that most of the items were rather easy for the students. The tests were then administered to a much bigger sample of students from eight average and below-average schools to calibrate the items. This paper reports how the Rasch model was applied to analyze the test items of the combined sample, to explore the fit of the items and its inclusion in the next version of the test. In addition, classical item analysis, providing information on the point biserial of the item options, was used to consider the quality of the discriminators.

DOI

10.58837/CHULA.PASAA.24.1.4

First Page

24

Last Page

35

Recommended Citation

Keng, Lim Tock (1994) "Analyzing Primary Level Reading Tests Using The Rasch Model and Classical Method," PASAA: Vol. 24: Iss. 1, Article 4.
DOI: 10.58837/CHULA.PASAA.24.1.4
Available at: https://digital.car.chula.ac.th/pasaa/vol24/iss1/4