Vertical rulers in Table 6 = 1A,2A,3A,4A,..

Vertical rulers present the measures in graphical form in Table 6. The vertical rulers usually present the facets in columns in numerical order from left to right. Each column lists that facet's element alphabetical labels (or numbers if no labels) vertically by measure. To the right of the facet columns are the rating and other scales, showing the expected scores at each measure.

 

When you wish to suppress this part of the output, enter

Vertical = No

 

The standard representation of the facets may be overridden as follows:

Vertical=4N,2A,2N,1*

The facet numbers are written in the order they are to appear. Here, the columns, from left, to right, will be Facet 4, then Facet 2, then Facet 2 again, then Facet 1. Facet 3 and any other facets will not appear.

 

Yardstick= controls some aspects of the formatting of Table 6.

 

The presentation of elements of facets is controlled by letters after the facet numbers:

Vertical=

N

show element numbers

4N

show the element numbers of Facet 4

*

show frequency distribution of the elements

C

show count of the elements in this position

A

(or any character other than N nor *, e.g., L) show element labels (alphabetically)

S

show the rating scale category numbers (default)

SL

show the rating scale category numbers and labels

#S

do not show scoring (rating scale or partial credit) values

 

Example 1:

In analysis of the Knox Cube Test, facet 1 is the Children, facet 2 is the Items.

The vertical rulers are to show the distribution of the Children, then the item numbers and their alphabetical names:
Vertical=1*,2N,2A

 

---------------------------------------------------------------------------

|Measr|+Childre|-Tapping it|-Tapping items                                |

---------------------------------------------------------------------------

|   5 +        + 18        + 4-1-3-4-2-1-4                                +

|     |        | 15 16 17  | 1-3-2-4-1-3    1-4-2-3-1-4    1-4-3-1-2-4    |

|     |        |           |                                              |

|   4 +        +           +                                              +

|     | *      |           |                                              |

|     |        | 14        | 1-4-2-3-4-1                                  |

---------------------------------------------------------------------------

|Measr| * = 2  |-Tapping it|-Tapping items                                |

---------------------------------------------------------------------------

*=2 indicates number of elements per *

 

+Children: Children is a positive facet (Positive=), such that greater raw score means higher measure.

-Tapping: Tapping is a negative facet (Negative=), such that greater raw score means lower measure.

 

Example 2:

Disjoint subsets (detected by the connectivity algorithm) are always reported with Vertical=(N,#S), because the scale information is not relevant.

 

Table 6.0.1 Disjoint Subset 1 Vertical Summary.

 

Vertical = (1N,2N,3N,#S) Yardstick (columns, lines) = 0,4

-----------------------------------

|Measr|+supervisors|+nurses|+items|

-----------------------------------

+   2 +            +       +      +

|     |            |       |      |

|     |            |       |      |

|     |            |       |      |

+   1 +            + 18    +      +

|     |            |       |      |

|     |            |       |      |

|     |            |       |      |

*   0 *            *       * 1 2  *

|     |            |       |      |

|     | 18         |       |      |

|     |            |       |      |

+  -1 +            +       +      +

-----------------------------------

|Measr|+supervisors|+nurses|+items|

-----------------------------------

 

Example 3: Show the "Liking for Science" rating scale with labels:

Vertical = 1C, 2A, SL

 

 

Example 4: Show all the element labels for the Guilford data:

 

Vertical = (1A,2A,3A,S) Yardstick (columns lines low high extreme)= 0,10,-1,1,End

+--------------------------------------------------------------------------+

|Measr|-Senior scientists|+Junior Scientists|-Traits                 |CREAT|

|-----+------------------+------------------+------------------------+-----|

|   1 +                  +                  +                        + (9) |

|     |                  |                  |                        |  7  |

|     |                  |                  |                        |     |

|     |                  |                  |                        | --- |

|     |                  | Betty            |                        |     |

|     |                  |                  | Enthusiasm             |     |

|     |                  | Edward           |                        |  6  |

|     |                  | George           |                        |     |

|     | Brahe            |                  | Clarity                | --- |

|     |                  |                  |                        |     |

*   0 * Avogadro         *                  *                        *  5  *

|     | Cavendish        | Anne             | Basis                  |     |

|     |                  | Chris            |                        | --- |

|     |                  |                  | Attack      Daring     |     |

|     |                  |                  |                        |  4  |

|     |                  | David            |                        |     |

|     |                  | Fred             |                        |     |

|     |                  |                  |                        | --- |

|     |                  |                  |                        |     |

|     |                  |                  |                        |  3  |

|  -1 +                  +                  +                        + (1) |

|-----+------------------+------------------+------------------------+-----|

|Measr|-Senior scientists|+Junior Scientists|-Traits                 |CREAT|

+--------------------------------------------------------------------------+


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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
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