approach allows it to be used to scale descriptors of communicative
proficiency as well as test items.
In
a Rasch analysis, different tests or questionnaires can be formed into an
overlapping chain through the employment of ‘anchor items’, which are
common to adjacent forms. In the diagram below,
the anchor items are
shaded grey. In this way, forms can be targeted to particular groups of
learners, yet linked into a common scale. Care must, however, be taken in this
process, since the model distorts results for the high
scores and low scores on
each form.
No 12.
The advantage of a Rasch analysis is that it can provide sample-free, scale-free
measurement, that is to say scaling that is independent of the samples or the
tests/questionnaires used in the analysis. Scale
values are provided which
remain constant for future groups provided those future subjects can be
considered new groups within the same statistical population. Systematic
shifts in values over time (e.g. due to curriculum change or to assessor
training) can be quantified and adjusted for.
Systematic variation between
types of learners or assessors can be quantified and adjusted for (Wright and
Masters 1982; Lincare 1989).
There are a number of ways in which Rasch analysis can be employed to
scale descriptors:
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