Enhancing Educational Assessment: Leveraging Item Response Theory’s Rasch Model
摘要
In the realm of educational assessment, accurate measurement of students’ knowledge and abilities is crucial for effective teaching and learning. Traditional assessment methods often fall short in providing precise and meaningful insights into students’ aptitudes. However, Item Response Theory (IRT), a psychometric framework, offers a powerful toolset to address these limitations. This article proposes an exploration of IRT’s models and their potential to enhance educational assessment practices.