Rasch modeling: Computer assistive technology in a high school special education classroom.

摘要

The Rasch model was used to determine the ability of a small sample of students with learning disabilities to answer study guide questions when using assistive technology in a high school U.S. history class. The Rasch model was also used to estimate the quality of the study guide questions. The Rasch model was effective in analyzing the study guide questions. The study concluded that students with the lowest reading levels did not have the lowest ability to answer the study guide questions when using computer speech technology. An additional analysis suggested that the use of computer speech technology improved the ability of a single student to answer study guide questions. The stability of the Rasch model with a small sample was questioned and suggested further study should be conducted.