Detecting Measurement Disturbances in Rater‐Mediated Assessments. Issue 4 (13th July 2017)

• Record Type: Journal Article
• Authors: Wind, Stefanie A.; Schumacker, Randall E.
• Is Part Of: Educational measurement. Volume 36:Issue 4(2017:Winter)
• Page Start: 44
• Page End: 51
• Publication Date: 2017-07-13
• Subjects: model–data fit -- rater‐mediated assessment -- rating quality; Educational tests and measurements -- Periodicals; Educational tests and measurements -- United States -- Periodicals; 371.262
• DOI: 10.1111/emip.12164
• Languages: English
• ISSNs: 0731-1745

Abstract

Abstract: The term measurement disturbance has been used to describe systematic conditions that affect a measurement process, resulting in a compromised interpretation of person or item estimates. Measurement disturbances have been discussed in relation to systematic response patterns associated with items and persons, such as start‐up, plodding, boredom, or fatigue. An understanding of the different types of measurement disturbances can lead to a more complete understanding of persons or items in terms of the construct being measured. Although measurement disturbances have been explored in several contexts, they have not been explicitly considered in the context of performance assessments. The purpose of this study is to illustrate the use of graphical methods to explore measurement disturbances related to raters within the context of a writing assessment. Graphical displays that illustrate the alignment between expected and empirical rater response functions are considered as they relate to indicators of rating quality based on the Rasch model. Results suggest that graphical displays can be used to identify measurement disturbances for raters related to specific ranges of student achievement that suggest potential rater bias. Further, results highlight the added diagnostic value of graphical displays for detecting measurement disturbances that are not captured using Rasch model–data fit statistics.