Modern measurement paradigm in Engineering Education: Easier to read and better analysis using Rasch-based approach

Present students' evaluation measurement generally practiced in Institutions of Higher Learning (IHL) is largely dependent on students' performance in carrying out tasks such as a series of tests or quizzes, final examination and submission of assignments. However, the over use of Cumulative Grade Point Average (CGPA) which computation is purely the mean of raw scores, lacks precision and linearity hence validity required to meet the fundamental criteria of measurement warrants a review. In IHL, the theory and practice of classical test theory, the traditional approach of students' evaluation must be re-assessed. This paper provides an overview of an alternative “modern” measurement as practiced using item response theory with focus on Rasch measurement model. An overview of Rasch measurement model and its key concepts are presented. This assessment model proved to be a better students' assessment method and can be used to validate the CLO of each course. A case study in the College of Engineering, Umm al-Qura', Makkah on students (N=75) was conducted to measure their command of knowledge (Kn) and understanding (uN) for the subject 804431 -Manufacturing Process III; as categorised according to Bloom's Taxonomy disclosed that there is a need to take immediate action where their μ
Person
measure level is disturbingly low; μ
person
= −0.29logit. μ
item
measurement also indicates that the undergraduates encounter significant difficulties in grasping some fundamental engineering principles in extrusion. Only 30.67% (N=23) of the students measured found to be above the item
measure
≥0.00 logit. Whilst 6.67% (N
item
=5) of the students were found to be below the Minimum
item
measure ≤ −1.03logit. The study shows that SPELA as a model of measurement can provide better estimate of students' ability more accurately based on the CLO as compared to the traditional CGPA method of assessment using raw score.