Using Rasch and Winsteps to Promote English Grammar Skills in Secondary School Students

Abstract

This research paper reports a quasi-experimental research in the implementation of Item Response Theory (IRT) with Macao secondary school students. The intervention exemplified the principles of the Construct Modeling approach and the Rasch Model analysis to explore the feasibility of using these models in a daily classroom context and its effectiveness in terms of optimizing students’ learning. Its purpose was to seek an alternative way to evaluate students’ learning by locating their Zone of Proximal Development in order to provide instructional support to meet students’ learning needs. This study found students were more motivated and more accountable for their own learning when their needs were addressed directly. The study also shows that the implementation of IRT requires additional and careful planning while differentiation in student support is essential to make learning effective and efficient.