The Psychometric Analysis of a Nigerian Multiple-choice Chemistry Question for Senior School Certificate Examination Using Rasch Model Olumuyiwa Moses Desmennu, Olukemi Olubunmi Kolawole, Michael Akinsola Metibemu
Olumuyiwa Moses Desmennu, University of Kentucky, Lexington, Kentucky, USA
Olukemi Olubunmi Kolawole, University of Kentucky, Lexington, Kentucky, USA
Michael Akinsola Metibemu, University of Ibadan, Ibadan, Nigeria
Abstract
Science education is important to improve students^ understanding of scientific concepts and ultimate stimulation of innovative competence. Acquiring scientific skills is particularly important to the development of any nation. Attaining literacy in chemistry, a vital component of Science, Technology, Engineering, and Mathematics (STEM) subjects is vital to attaining mastery of scientific competence and skills in today^s world.
A test score is a number which reflects a candidate^s proficiency in some clearly defined knowledge or skill domain. A test theory model is necessary to help better understand the relationship that exists between the observed (or actual) score on an examination and the underlying proficiency in the domain, which is unobserved and may spell low achievement. Subsequently, the psychological disadvantage that low achievement in science and a negative attitude toward science subjects could bring on a learner may be unquantifiable until a study is done to ascertain its overall impact on students^ continued engagement and persistence in STEM. This effort therefore seeks to study the Psychometric behavior of the test items using Rasch analysis to determine the dimensionality, latent behaviors and true score and compared it with previous findings in literature. This thus contributes to the discourse on validity of assessment.
