TY - JOUR
T1 - The assessment revolution that has passed England by
T2 - Rasch measurement
AU - Panayides, Panayiotis
AU - Robinsonb, Colin
AU - Tymms, Peter
PY - 2010/8
Y1 - 2010/8
N2 - Assessment has been dominated by Classical Test Theory for the last half century although the radically different approach known as Rasch measurement briefly blossomed in England during the 1960s and 1970s. Its open development was stopped dead in the 1980s, whilst some work has continued almost surreptitiously. Elsewhere Rasch has assumed dominance. The purpose of this article is to discuss the major criticisms of the Rasch model, which led to its rejection by some, and to give responses to these criticisms whilst encouraging social scientists to appreciate its strengths. The original breakthrough by Georg Rasch in 1960 has been developed and extended to address every reasonable observational situation in the social sciences.
AB - Assessment has been dominated by Classical Test Theory for the last half century although the radically different approach known as Rasch measurement briefly blossomed in England during the 1960s and 1970s. Its open development was stopped dead in the 1980s, whilst some work has continued almost surreptitiously. Elsewhere Rasch has assumed dominance. The purpose of this article is to discuss the major criticisms of the Rasch model, which led to its rejection by some, and to give responses to these criticisms whilst encouraging social scientists to appreciate its strengths. The original breakthrough by Georg Rasch in 1960 has been developed and extended to address every reasonable observational situation in the social sciences.
UR - http://www.scopus.com/inward/record.url?scp=77954606823&partnerID=8YFLogxK
U2 - 10.1080/01411920903018182
DO - 10.1080/01411920903018182
M3 - Article
AN - SCOPUS:77954606823
SN - 0141-1926
VL - 36
SP - 611
EP - 626
JO - British Educational Research Journal
JF - British Educational Research Journal
IS - 4
ER -