![]() ![]() Implications for the fairness of music performance assessments and improved assessment protocols are discussed. 63 logits)), and 22 (8.7%) significant interaction terms demonstrated a negligible effect (|DIF| <. 63 logits), nine (3.6%) significant interaction terms demonstrated a slight to moderate effect (|DIF| = (.43. Using the Many Facets Rasch Partial Credit measurement model, measurement equivalence for all items did not exist when used to measure subgroups of students based on their musical instrument ( ²(252) = 634.00, p /=. exist for items when used to measure subgroups of students based on their musical instrument? and (c) what size of differential item functioning effects exists for items when used to measure subgroups of students based on their musical instrument? In total, 17 adjudicators evaluated 138 middle-school instrumental students (ages 11–13) in the context of a live, formal solo and ensemble performance assessment. ![]() This study was guided by the following research questions: (a) does measurement equivalence for all items exist when used to measure subgroups of students based on their musical instrument? (b) what patterns of differential item functioning effects. The purpose of this study was to examine differential item functioning (DIF) in a rubric used to assess middle-school solo and ensemble performances. Reliability is an easier concept to understand if we think of it as a student getting the same score on an assessment if they sat it at 9.00 am on a Monday morning as they would if they did the same assessment at 3.00 pm on a Friday afternoon. ![]()
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