|Trevor G. Bond is head of the Department of Psychology, Counselling, and Learning Needs at the Hong Kong Institute of Education, and was formerly a senior faculty member of the School of Education at James Cook University in Australia. He has a Ph.D. in developmental psychology. Along with Christine Fox, he coauthored the popular introduction to Rasch measurement, Applying the Rasch Model: Fundamental Measurement in the Human Sciences in 2001. He has held workshops in a number of countries to promote the use of Rasch measurement among researchers in various fields. This interview was conducted by e-mail in January 2007.|
[ p. 20 ]
[ p. 21 ]Q: In many classroom situations, teachers might say that objective measurement tools such as Rasch are not necessary. As teachers they know their students, and ordinary percentage scores are good enough; or if they want to do research, qualitative techniques are preferable. How would you respond to them?
[ p. 22 ]Q: Many people have the (mis)conception that Rasch analysis is a special one parameter model case of Item Response Theory. Others raise their eyebrows at the notion that IRT and Rasch are related. Can you tell us the difference between IRT and Rasch analysis, and why you consider Rasch measurement superior?
[ p. 23 ]These are all questions that are fundamental to language practitioners and are best answered by Rasch measurement.
[ p. 24 ]Q: The Rasch family of models includes the dichotomous model, the partial credit model, the rating scale model, and the many-facets model. Will there be any expansion of these models in the future?