Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests

碩士 === 國立臺灣師範大學 === 英語學系 === 104 === In Taiwan, an EFL context, English is a core component of the national senior high school curriculum, of which translation skill is a key objective. As for senior high school, translation is also a testing method in advanced subject tests and general scholastic a...

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Main Authors: Su, Jhih-Ying, 蘇芷瑩
Other Authors: Tseng, Wen-Ta
Format: Others
Language:en_US
Published: 2015
Online Access:http://ndltd.ncl.edu.tw/handle/73179998029917088525
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spelling ndltd-TW-104NTNU52400022017-04-24T04:23:28Z http://ndltd.ncl.edu.tw/handle/73179998029917088525 Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests 運用多面向羅許測量模式分析指考和學測翻譯試題 Su, Jhih-Ying 蘇芷瑩 碩士 國立臺灣師範大學 英語學系 104 In Taiwan, an EFL context, English is a core component of the national senior high school curriculum, of which translation skill is a key objective. As for senior high school, translation is also a testing method in advanced subject tests and general scholastic ability tests. In translation items, raters play a critical role, because they have to judge rater’s ability by giving them scores. The essence of rating is still a complicated process, including rater’s inner knowledge, prior rating experience, or rater characteristics, and all of these reasons might cause variance in performance ratings, that is, harshness or leniency. Therefore, the current study applies Many-Facet Rasch Measurement Model to examine to what extent do the characteristics of raters, in terms of their experience, affect scores on the translation items and to find out the interactions of the four facets of rater severity, rater experience, test taker proficiency level, and item difficulty. Participants in this study were 225 third-year senior high school students from northern Taiwan. From the result, it may only be surmised that rater experience indeed causes differences in rater severity. But, it is hard to make a strong conclusion as to which group is more severe. Even within groups, there are rating differences. Though two groups of raters have different prior knowledge, given careful adherence to the scoring criteria, experts and novices can reach agreement on item scores. From this study, it is hoped that English teachers can gain some insight. In translation tests, using raw scores is not objective to judge learners’ ability or item difficulty. If teachers can make use of MFRM to examine the relationships between and among the facets of the estimates of trait ability, it can help teachers understand more about students, items, and even himself/ herself. Tseng, Wen-Ta 曾文鐽 2015 學位論文 ; thesis 97 en_US
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description 碩士 === 國立臺灣師範大學 === 英語學系 === 104 === In Taiwan, an EFL context, English is a core component of the national senior high school curriculum, of which translation skill is a key objective. As for senior high school, translation is also a testing method in advanced subject tests and general scholastic ability tests. In translation items, raters play a critical role, because they have to judge rater’s ability by giving them scores. The essence of rating is still a complicated process, including rater’s inner knowledge, prior rating experience, or rater characteristics, and all of these reasons might cause variance in performance ratings, that is, harshness or leniency. Therefore, the current study applies Many-Facet Rasch Measurement Model to examine to what extent do the characteristics of raters, in terms of their experience, affect scores on the translation items and to find out the interactions of the four facets of rater severity, rater experience, test taker proficiency level, and item difficulty. Participants in this study were 225 third-year senior high school students from northern Taiwan. From the result, it may only be surmised that rater experience indeed causes differences in rater severity. But, it is hard to make a strong conclusion as to which group is more severe. Even within groups, there are rating differences. Though two groups of raters have different prior knowledge, given careful adherence to the scoring criteria, experts and novices can reach agreement on item scores. From this study, it is hoped that English teachers can gain some insight. In translation tests, using raw scores is not objective to judge learners’ ability or item difficulty. If teachers can make use of MFRM to examine the relationships between and among the facets of the estimates of trait ability, it can help teachers understand more about students, items, and even himself/ herself.
author2 Tseng, Wen-Ta
author_facet Tseng, Wen-Ta
Su, Jhih-Ying
蘇芷瑩
author Su, Jhih-Ying
蘇芷瑩
spellingShingle Su, Jhih-Ying
蘇芷瑩
Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
author_sort Su, Jhih-Ying
title Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
title_short Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
title_full Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
title_fullStr Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
title_full_unstemmed Applying Many-Facet Rasch Measurement Model to Analyzing Translation Items in the GSAT and AST Tests
title_sort applying many-facet rasch measurement model to analyzing translation items in the gsat and ast tests
publishDate 2015
url http://ndltd.ncl.edu.tw/handle/73179998029917088525
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