Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar.
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| Title: | Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar. |
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| Authors: | Vogel, SéverineP. (AUTHOR), Engelhard, George (AUTHOR) |
| Source: | Journal of Educational Research. 2011, Vol. 104 Issue 4, p267-282. 16p. 1 Diagram, 9 Charts, 3 Graphs. |
| Subjects: | Rasch models, Foreign language education, Quantitative research, Language teachers, Teacher evaluation, French language grammar, French language teachers, Inductive teaching, Deductive teaching, Classroom environment, Evaluation |
| Abstract: | The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement theory. The authors used the FACETS computer program (Linacre, 2007) to analyze the data. The results of this study show that the Rasch model can be used for small-scale classroom assessment. Even though the sample size was small (N = 44), the results of this study illustrate the utility of analyzing classroom assessment data through the lens of Rasch measurement theory. As expected, the students increased their proficiency in French grammatical structures from pretest to posttest. The results also suggest that student proficiency on French grammatical structures is higher when taught with a guided inductive approach. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement theory. The authors used the FACETS computer program (Linacre, 2007) to analyze the data. The results of this study show that the Rasch model can be used for small-scale classroom assessment. Even though the sample size was small (N = 44), the results of this study illustrate the utility of analyzing classroom assessment data through the lens of Rasch measurement theory. As expected, the students increased their proficiency in French grammatical structures from pretest to posttest. The results also suggest that student proficiency on French grammatical structures is higher when taught with a guided inductive approach. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671003733815 |
