MEASURING THE QUALITY OF MEAL TRAINING FORMATIVE TEST USING THE RASCH MODEL

Abstract

Assessment for learning is an essential topic in the educational assessment context. To ensure quality learning, valid and reliable assessments should be developed that show the learning progress and needs of students as well as the effectiveness of teaching. The basic Rasch model (Ming Ho et. al, 2013) for dichotomous items (item responses are either right or wrong) is a probabilistic model that describes the probability of getting an item correct in terms of a simple logistic function of the difference between the person’s ability and the item difficulty: the higher the ability of the person compared with the item difficulty, the higher the probability of getting the item correct. The applications of the Rasch model in formative exams of students with Rasch have numerous advantages because it utilizes measurement accuracy. This can be for problem quality detection, as well as for the detection of individual abilities and the identification of assistance to their learning needs. This study aimed to evaluate the participants’ understanding of the concept of Monitoring, Evaluation, Accountability, and Learning (MEAL). Data were acquired by 10 multiple-choice written test items distributed to 25 participants of training MEAL. The ability of participants MEAL to answer formative tests, the item difficulty, and the analysis of the wright map will be discussed in this study.