Informing learning and teaching using feedback from assessment data: Hong Kong teachers’ attitudes towards Rasch measurement

Chi Ming HO, Wai Chi Anthony LEUNG, Magdalena Mo Ching MOK, Tsz Mei CHEUNG

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)

Abstract

Reform initiative towards assessment for learning is a response to a number of developments both in the region and internationally. Teachers play a critical role in the success of its implementation. This study aimed to explore teachers’ attitudes towards the costs and benefits of using reports generated from Rasch measurement to support assessment for learning. The participants were 25 primary school teachers and 24 secondary school teachers. Focus-group interviews were used to collect data on their attitudes towards Rasch measurement. ‘Big ideas’ (Krueger, Analyzing & reporting focus group results. Focus group kit 6. Thousand Oaks: Sage, 1998) were identified from the transcripts as a whole. They were then encoded with key phrases and sorted into categories. This study found that Hong Kong teachers in general welcomed Rasch measurement as a powerful alternative to traditional total score method for providing useful and detailed feedback to support and improve student learning, although some of them might be deterred by the contextual and technical problems. Copyright © 2013 Springer Science+Business Media Dordrecht.
Original languageEnglish
Title of host publicationSelf-directed learning oriented assessments in the Asia-Pacific
EditorsMagdalena Mo Ching MOK
Place of PublicationDordrecht, The Netherlands
PublisherSpringer
Pages311-334
ISBN (Electronic)9789400745070
ISBN (Print)9789400745063
DOIs
Publication statusPublished - 2013

Citation

Ho, C. M., Leung, A. W. C., Mok, M. M. C, & Cheung, P. T. M. (2013). Informing learning and teaching using feedback from assessment data: Hong Kong teachers’ attitudes towards Rasch measurement. In M. M. C. Mok (Ed.), Self-directed learning oriented assessments in the Asia-Pacific (pp. 311-334). Dordrecht, The Netherlands: Springer.

Keywords

  • Item difficulty
  • Heavy workload
  • Assessment item
  • Effective feedback
  • Chinese reading comprehension

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