Lfs.txt: 2 facet rating scale: Liking for Science
The Liking for Science Questionnaire measures children's attitudes to science-related activities (RSA p.18). It is an attitude survey with Likert scale ratings of 0=Dislike, 1=Don't know, 2=Like.
Facets specifications and data (in file Lfs.txt):
Title = Liking For Science (Rating Scale Analysis p.18) ; the report heading line
Arrange = F,m ; tables output in Fit-ascending (F) and Measure-descending (m) order
Facets = 2 ; two facets: children and science items
Pt-biserial = y ;compute point-biserial
Positive = 1 ; children are measured with higher score=greater measure
Noncenter = 1 ; mean child measure floats, but mean item measure (facet 2) is set to zero
Usort = U ; sort residuals by unexpectedness
Vertical = 2A,1* ; Vertical rulers for facet 2 by name, then facet 1 by distribution
Yardstick = 0,5 ; Vertical rulers: 0 = horizontally, as many columns per facet as required,
; 5 = vertically, 5 lines per logit
Model = ?,?,faces ; children interact with items to produce ratings on scale "faces"
; log(Pnik/Pnik-1) = Bn - Di - Fk
; Bn = ability of child n, Di = Difficulty of item i, Fk = Challenge of step k,
; Pnik = probability that child n on item i is scored k.
Rating (or partial credit) scale = faces,R2 ; definition of "faces" is "R2", a rating scale with categories 0 thru 2
0 = dislike ; category 0 of "faces" is labelled "dislike"
1 = don't know ; category 1 is "don't know"
2 = like ; category 2 is "like"
* ; end of scale definition for "faces"
2,Activity ; facet 2 specified first, for convenience
1 = Watch birds ; first item
2 = Read about animals
| ; the other 21 items go here
24= Flowers live on ?
25= Talk about plants
* ; end of items
1-75 = ; 75 children for whom there is no more information
* ; end of child labels
1, 1-25, 1,2,1,1,1,0,2,0,1,2,2,2,2,0,2,1,1,2,2,0,2,1,0,2,0 ; person 1 rated item 1 with 1, but item 2 with 2 etc.
75, 1-25, 1,2,0,0,1,1,0,1,1,2,1,2,2,2,2,1,0,2,2,0,2,0,0,1,0
Dvalues = 2, 1-25 ; place 1-25 in data facet 2 position in every line
1, 1,2,1,1,1,0,2,0,1,2,2,2,2,0,2,1,1,2,2,0,2,1,0,2,0 ; person 1 rated item 1 with 1, but item 2 with 2 etc.
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|Rasch Measurement Transactions (free, online)||Rasch Measurement research papers (free, online)||Probabilistic Models for Some Intelligence and Attainment Tests, Georg Rasch||Applying the Rasch Model 3rd. Ed., Bond & Fox||Best Test Design, Wright & Stone|
|Rating Scale Analysis, Wright & Masters||Introduction to Rasch Measurement, E. Smith & R. Smith||Introduction to Many-Facet Rasch Measurement, Thomas Eckes||Invariant Measurement with Raters and Rating Scales: Rasch Models for Rater-Mediated Assessments, George Engelhard, Jr. & Stefanie Wind||Statistical Analyses for Language Testers, Rita Green|
|Rasch Models: Foundations, Recent Developments, and Applications, Fischer & Molenaar||Journal of Applied Measurement||Rasch models for measurement, David Andrich||Constructing Measures, Mark Wilson||Rasch Analysis in the Human Sciences, Boone, Stave, Yale|
|in Spanish:||Análisis de Rasch para todos, Agustín Tristán||Mediciones, Posicionamientos y Diagnósticos Competitivos, Juan Ramón Oreja Rodríguez|
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