Abstract
The Rasch model is employed to measure students’ achievement in leading Chinese as a second language in an Australian school. Comparison between occasions and between year levels were examined. The performance in Chinese achievement tests and English word knowledge tests are discussed. The chapter highlights the challenges of equating multiple tests across levels and occasions.
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Yuan, R. (2005). Chinese Language Learning and the Rasch Model. In: Maclean, R., et al. Applied Rasch Measurement: A Book of Exemplars. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 4. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3076-2_7
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