The Contribution of Rasch Modeling on Measuring Attitudes For Better Classroom Assessment

Abstract

This-review explores the significant contributions of Rasch modeling in enhancing classroom assessment practices, particularly in measuring student attitudes. Classroom assessment has evolved from standardized testing to integrative practices that emphasize both academic and affective dimensions of student development. Accurate attitude measurement tools are crucial for understanding students' interests, motivations, and dispositions, which influence their learning outcomes and overall academic engagement.Rasch modeling, a robust framework within Item Response Theory, addresses limitations of traditional Likert-scale analysis by converting ordinal data into interval-level measurements. It enables precise calibration of measurement tools while ensuring unidimensionality, reliability, and the elimination of item bias. Studies reviewed demonstrate the effectiveness of Rasch modeling in diverse educational contexts, from primary school coding attitudes to secondary science engagement and university-level course perceptions.This review highlights the utility of Rasch models in developing psychometrically sound scales, refining item properties, and diagnosing bias in assessments. It underscores the transformative potential of Rasch analysis in classroom assessments, offering educators actionable insights for creating reliable, valid tools tailored to various learning environments. The findings advocate for wider adoption of Rasch modeling in educational research to enhance both theoretical understanding and practical applications of student assessment.