Using the 2006 PISA Questionaire to Evaluate the Measure of Educational Resources: A Rasch Measurement Approach

Year 2017, , 211 - 222, 01.07.2017

Ruixue Liu , Letao Sun Jing Yuan Kelly Bradley

https://doi.org/10.21449/ijate.319486

Cited By: 4

Abstract

School educational resources are key when studying school improvement due to their influence on learning outcomes. Because of this, careful attention should be given to the way educational resources are operationalized and measured. Using the 2006 PISA American sample containing 166 schools, this study aims to validate the 13-item PISA School Educational Resource Scale with Rasch analysis. Winsteps software was used in the analysis and results were used to evaluate how well the instrument measured the construct of school educational resource. Findings revealed that the PISA 2006 data gave an overall indication of good fit to the model, despite the instrument not separating respondents well. In regards to the quality of the scale, the majority of items perform consistently with the model. However, for schools above the average educational resource threshold, it appears there is a need for more items to discriminate the situation.

Keywords

School educational resource, PISA, Rasch rating scale model

Using the 2006 PISA Questionaire to Evaluate the Measure of Educational Resources: A Rasch Measurement Approach

Abstract

School educational resources are key when studying school improvement due
to their influence on learning outcomes. Because of this, careful attention should
be given to the way educational resources are operationalized and measured. Using
the 2006 PISA American sample containing 166 schools, this study aims to validate
the 13-item PISA School Educational Resource Scale with Rasch analysis. Winsteps
software was used in the analysis and results were used to evaluate how well the
instrument measured the construct of school educational resource. Findings revealed that the PISA 2006 data gave an overall indication of good fit to the model, despite
the instrument not separating respondents well. In regards to the quality of
the scale, the majority of items perform consistently with the
model. However, for schools above the average educational
resource threshold, it appears there is a need for more items to discriminate the
situation.

Keywords

School educational resource, PISA, Rasch rating scale model

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