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Measuring Up: Rasch Analysis of English Reading Comprehension Test for Informal Education Learners

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Title: Measuring Up: Rasch Analysis of English Reading Comprehension Test for Informal Education Learners
Language: English
Authors: Arandha May Rachmawati, Agus Widyantoro
Source: English Language Teaching Educational Journal. 2025 8(1):25-36.
Availability: Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Item Response Theory, Reading Tests, Reading Comprehension, English (Second Language), Junior High School Students, Foreign Countries, Informal Education, Multiple Choice Tests, Test Reliability, Test Items, Difficulty Level
Geographic Terms: Indonesia
ISSN: 2621-6485
Abstract: This study aims to evaluate the quality of English reading comprehension test instruments used in informal learning, especially as English literacy tests. With a quantitative approach, the analysis was carried out using the Rasch model through the Quest program on 30 multiple-choice questions given to 30 grade IX students from informal educational institutions in Bantul. The results of the analysis showed that although all questions were included in the fit category for the Rasch model, the level of reliability was relatively low, that was 0.52 for items and 0.39 for participants. In addition, 13.3% of the questions showed inconsistent results (misfit), this means that there is inconsistency in the results and quality of the questions that need to be improved. The analysis of the level of difficulty also showed that there were questions that were too easy or too difficult. These findings highlight the importance of revising the test items and the need to increase the number of participants and items to obtain more accurate measurement results. This study also provides practical implications regarding the need for continuous and planned instrument development in the context of informal education, to provide valid and reliable evaluation tools to measure students' literacy skills.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482532
Database: ERIC
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  Data: Measuring Up: Rasch Analysis of English Reading Comprehension Test for Informal Education Learners
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  Data: <searchLink fieldCode="AR" term="%22Arandha+May+Rachmawati%22">Arandha May Rachmawati</searchLink><br /><searchLink fieldCode="AR" term="%22Agus+Widyantoro%22">Agus Widyantoro</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Language+Teaching+Educational+Journal%22"><i>English Language Teaching Educational Journal</i></searchLink>. 2025 8(1):25-36.
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  Data: Universitas Ahmad Dahlan. Kampus 4 UAD, Jl. Ringroad Selatan, Tamanan, Bantul Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2621-6485
– Name: Abstract
  Label: Abstract
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  Data: This study aims to evaluate the quality of English reading comprehension test instruments used in informal learning, especially as English literacy tests. With a quantitative approach, the analysis was carried out using the Rasch model through the Quest program on 30 multiple-choice questions given to 30 grade IX students from informal educational institutions in Bantul. The results of the analysis showed that although all questions were included in the fit category for the Rasch model, the level of reliability was relatively low, that was 0.52 for items and 0.39 for participants. In addition, 13.3% of the questions showed inconsistent results (misfit), this means that there is inconsistency in the results and quality of the questions that need to be improved. The analysis of the level of difficulty also showed that there were questions that were too easy or too difficult. These findings highlight the importance of revising the test items and the need to increase the number of participants and items to obtain more accurate measurement results. This study also provides practical implications regarding the need for continuous and planned instrument development in the context of informal education, to provide valid and reliable evaluation tools to measure students' literacy skills.
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  Data: EJ1482532
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 25
    Subjects:
      – SubjectFull: Item Response Theory
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Junior High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Indonesia
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      – TitleFull: Measuring Up: Rasch Analysis of English Reading Comprehension Test for Informal Education Learners
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              Y: 2025
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