Assessment of Student Performance for Laboratory Application Course Examination Using Rasch Measurement Model

Abstract

Rasch Measurement Model creation in social science education has quickly spread to other educational domains, such as technical and engineering sciences. This research attempts to move testing and assessment in IT education away from the traditional paradigm and toward the bio-based Rasch Model. Based on Kuhn's description of the purpose of measurement, it is thought that the Learning Performance Measurement System (LPMS), in particular, is compatible with the basic measurement now in use. These cannot be obtained from engineering science or statistics textbooks. Following a paradigm change, the Faculty of Education at one of the higher education institutions in Turkey has started using the Rasch Model to assess the success of its Course Learning Outcomes (CLO): Decision Support System. This is done in order to meet the requirements outlined in the recently implemented Malaysia Qualification Framework, 2005 (MQF). The Rasch Model provides an accurate summary of the students' success on a linear scale for measuring by tabulating the students, i.e. Person and Items on a Distribution Map (PIDM). A comparison between the Rasch measurement and the conventional histogram tabulation and simple mean reveals that the former provides a more thorough exploratory depth for comprehending difficulties in Science Education course. Even with the limited sample size, the students were well-categorized based on their individual cognitive talents; as a result, CLOs were created using Bloom's Taxonomy as the structural basis. It is therefore feasible to apply this methodology to the evaluation of general abilities in professionals or students. As a result, the Rasch model of evaluating an individual's ability adopts a new paradigm.

Keywords

• Rasch Measurement Model
• Course Learning Outcomes
• Performance Assessment
• Laboratory Applications
• Science Education

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