چکیده:
The aim of the present research was to analyze the items of the Progress in International Reading Literacy Study (PIRLS 2016) for fourth-grade students using the Rasch measurement model. The statistical population of the present research included all fourth-grade students participating in the PIRLS 2016 test, and the statistical sample consisted of students placed in block number one, totaling 274 students, covering both female and male genders. The software used to implement the Rasch model was Winsteps. The findings showed that the fourth-grade PIRLS 2016 reading literacy items followed the unidimensional model well, had the ability to measure abilities from 5/1 to 5/2, and all had a good fit with the Rasch model. It seems necessary to conduct research related to gender in reading literacy tests to investigate potential problems caused by gender, as well as to use other existing fit methods in item response theory to compare findings in the future.
خلاصه ماشینی:
Analysis of the items of the Progress in International Reading Literacy Study for fourth-grade students Using the Rasch Measurement Model Hozareh Zandevian Master of Science in Assessment and Measurement (Psychometrics), Islamic Azad University, Central Tehran Branch, Iran zandevian.
com Abstract The aim of the present research was to analyze the items of the Progress in International Reading Literacy Study (PIRLS 2016) for fourth-grade students using the Rasch measurement model.
Keywords: Rasch, PIRLS 2016, students, fourth grade, unidimensionality 1- Introduction One of the secondary applications of the findings from educational assessments conducted at an international level, such as TIMSS and PIRLS, is the ranking of countries based on their performance and the identification and determination of factors affecting academic progress and learning in these countries (Martin & Kelly 1, 1998; as cited in Minayi, 1391).
Overall, many studies have been conducted so far in the field of fourth-grade PIRLS assessments in different periods in the country, but the Rasch method has been applied to fourth-grade reading literacy questions for the first time; therefore, the researcher was unable to generalize the results and expand the discussion and faced serious limitations.
Table (2) Person and item separation indices in the fourth-grade reading assessment questions in block one based on the Rasch model (refer to the page image) The person separation index 2 refers to the differentiation of participants into different significant groups or different ability levels by the relevant scale.
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