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The difference between the items score of the first (test) and second application (retest) was evaluated by Spearman correlation (rs).
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We can conclude that there is no big difference between the item difficulties from the student and the teacher perspectives.
The Rasch measurement model assumes that the probability of a participant endorsing an item is a logistic function of the relative difference between the item's location (difficulty of the item) and the person's location (ability of the person).
In the one-parameter logistic model, the probability of a subject, s, giving an affirmative response to item i is estimated from the difference between the item calibration or relative severity of the item, β i, and the trait level or severity of experienced food insecurity of the subject, θs.
In this way we can ensure that any differences between categorization and recognition are due to the underlying cognitive process and not to perceptual differences between the items used in the two tests.
However the simple summation of raw scores overlooks any differences between the items and information the pattern of response can provide.
Hence the differences between the items are due to a criterion shift, with all subjects having a greater bias to answer yes to the aberrant sensibility items.
Overall, all ICCs were moderate to high (between 0.44 and 0.83) and the differences between the items are small, indicating good test-retest reliability of both surveys.
Because the similarity measure is based on the full modality profile, it is more sensitive to subtle differences between the items of a pair than when one only takes into account the dominant modalities.
List similarities and differences between the items you are comparing.
The only difference between the two items is that item 1 has a high space elasticity and item 2 has none ((beta _1 = 30%, beta _2 = 0%)).
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