A typology of polytomously scored mathematics items disclosed by the Rasch model: implications for constructing a continuum of achievement
نویسندگان
چکیده
The test materials and data on which this study is based were drawn from the 1992 and 1996 mathematics testing programs conducted by the Education Department of Western Australia as part of the Monitoring Standards in Education project. The work for the Report was supported in part by an Australian Research Council grant with the Australian National Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA) Performance Measurement and Reporting Task Force, UNESCO’s International Institute for Educational Planning (IEP), and the Australian Council for Educational Research (ACER) as Industry Partners*. This paper has benefited from the many discussions over the years with many people on the implications of the reversals of Rasch thresholds in polytomous items.
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Some Considerations on the Partial Credit Model
The Partial Credit Model (PCM) is sometimes interpreted as a model for stepwise solution of polytomously scored items, where the item parameters are interpreted as difficulties of the steps. It is argued that this interpretation is not justified. A model for stepwise solution is discussed. It is shown that the PCM is suited to model sums of binary responses which are not supposed to be stochast...
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