Interpretating Rasch Ability and Difficulty Estimates to Inform Mathematics Learning through an Adaptive Learning System

DOI

10.2991/978-94-6463-494-5_33How to use a DOI?

Keywords

Rasch analysis; zone of proximal development; Guttman scalogram; person-kid-map; mathematics education

Abstract

The Rasch model has been utilized in adaptive learning to provide personalized learning and timely assessment feedback to students in tertiary education. However, much of the work has been focusing on validating the tools, and estimating student ability and item difficulty, with very little research on feedback on learning. This study explored the use of the Rasch model to establish the zone of proximal development (ZPD) to provide feedback on students’ mastery of mathematics, potential remediations and future developments. Data containing 251 multiple-choice items and 99 undergraduates reading the Calculus I course in a Singapore university were analyzed. The student ability and item difficulty estimates based on Rasch analysis were used to construct the Guttman scalogram and person-kid-map (KIDMAP) diagram. For manageability, students were profiled into red, amber and green groups based upon the Guttman scalogram. These profiles were established based on the ZPD identified via drawing parallel lines on the scalogram. It was evident that the topic on differentials of logarithmic functions remained an area of concern across the red and amber groups of students. For the KIDMAP diagram, the diagnostic information based on students’ response patterns resulted in six regions of evidence on students’ performance: Mastery, Need-Consolidation, Need-Scaffolding, Mistakes/Special Learning Needs, Non-Mastery Future Goal and Beyond Ability Regions. Through the KIDMAP diagram, the ZPD of each student, areas of mastery and areas needing remediation were identified. Using the Rasch model, purposeful interpretations of student performance and future development areas become accessible when person abilities and item difficulties are calibrated onto a common scale.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Che Yee Lye
AU  - Lyndon Lim
PY  - 2024
DA  - 2024/08/22
TI  - Interpretating Rasch Ability and Difficulty Estimates to Inform Mathematics Learning through an Adaptive Learning System
BT  - Proceedings of the Pacific-Rim Objective Measurement Symposium (PROMS 2023)
PB  - Atlantis Press
SP  - 502
EP  - 509
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-494-5_33
DO  - 10.2991/978-94-6463-494-5_33
ID  - Lye2024
ER  -