Comparison of Classical Test Theory vs. Multi-Facet Rasch Theory

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dc.authoridPOLAT, Murat/0000-0001-5851-2322
dc.contributor.authorPolat, Murat
dc.contributor.authorTurhan, Nihan S.
dc.contributor.authorToraman, Cetin
dc.date.accessioned2025-01-27T20:54:17Z
dc.date.available2025-01-27T20:54:17Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractTesting English writing skills could be multi-dimensional; thus, the study aimed to compare students' writing scores calculated according to Classical Test Theory (CTT) and Multi-Facet Rasch Model (MFRM). The research was carried out in 2019 with 100 university students studying at a foreign language preparatory class and four experienced instructors who participated in the study as raters. Data of the study were collected by using a writing rubric consisting of four components (content, organization, grammar and vocabulary). Participants' writing scores were analysed thoroughly both by CTT and MFRM. At the first step, the participants' writing scores were calculated by taking the means of the writing points given by the graders in the CTT model. Then, the MFRM was applied to the data through a three-facet design considering the rater, student and rubric components as MFRM facets respectively. Finally, ability estimates obtained and reported in the logit scale via Rasch Analysis were converted into the analytic rubric's component scores used throughout the scoring procedure. Finally, two sets of writing scores were calculated and compared according to both measurement models. Considering the findings, it was summoned that there was a positive and high correlation between the ability estimates found according to the CTT and the MFRM. However, the mean score difference calculated according to both theories was still significant. Moreover, the analyses showed that criterion validity of the writing scores obtained via the MFRM was higher than the scores obtained via the CTT.
dc.identifier.doi10.47750/pegegog.12.02.21
dc.identifier.endpage225
dc.identifier.issn2148-239X
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85129660667
dc.identifier.scopusqualityN/A
dc.identifier.startpage213
dc.identifier.trdizinid1283855
dc.identifier.urihttps://doi.org/10.47750/pegegog.12.02.21
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1283855
dc.identifier.urihttps://hdl.handle.net/20.500.12428/26033
dc.identifier.volume12
dc.identifier.wosWOS:000817969800021
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherPegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti
dc.relation.ispartofPegem Egitim Ve Ogretim Dergisi
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectCTT
dc.subjectCriterion validity
dc.subjectMFRM
dc.subjectIRT
dc.subjectWriting assessment
dc.titleComparison of Classical Test Theory vs. Multi-Facet Rasch Theory
dc.typeArticle

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