Application of Rasch Model to Develop a Questionnaire for Evaluating the Quality of Teaching for Students’ Creativity Development

Thi Le Thuy Bui, Vyacheslav I. Kazarenkov, Van De Tran

Abstract


The purpose of this research is to develop a questionnaire for evaluating the quality of teaching for creativity development. We use three methods for creating the questionnaire, namely, interviews, literature review, and expert consultation. The Rasch model was applied to assess the psychometric properties of the questionnaire in the first phase with the participation of 112 students. The results of the study indicated that all items had a point-measure correlation coefficient ranging between 0.312 and 0.757, Infit and Outfit MNSQ values were in the range of 0.62 to 1.54, item difficulty values were in the range from -1.54 to 1.12. The overall reliability index of the questionnaire was 0.955, the separation was 4.582, the scale’s number of strata was 6.442. Cronbach’s alpha coefficient of the scale was 0.963. The results of the study showed that the questionnaire was in good compliance with the Rasch model requirements. We used the questionnaire to assess the current status of teaching for creativity development in the teaching of Pedagogy in the second phase. This phase involved 300 first- and second-year students who were studying “Pedagogy†and they were grouped in 10 groups. A total of 10 teachers were evaluated, 1 teacher was evaluated by 1 group. The results showed that the quality of teachers’ teaching for creativity development was at an acceptable level. We believe that teachers’ preparation according to the evaluation criteria for teachers’ quality teaching for creativity development is needed to improve teachers’ teaching for students’ creativity development.

https://doi.org/10.26803/ijlter.19.8.15


Keywords


Rasch model; Questionnaire; Development; Creativity; Teaching process

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References


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