Rasch Analysis of Pre-Service Teachers’ Competency Assessment in Technology for Teaching and Learning: Implications for Mathematics Instruction

This study utilized the Rasch model, a form of item response theory (IRT), to evaluate the implications for mathematics instruction, problem difficulty, and test reliability in assessing the technological teaching and learning abilities of pre-service teachers (PST) majoring in Mathematics. It aims to determine the alignment between the pre-service teachers’ acquired competencies and the assessment instruments used to evaluate their mathematics instruction skills, specifically in the context of technology integration. This will involve analyzing the assessment tools to ensure they accurately measure the competencies required for effective technology integration in mathematics teaching. A descriptive approach and complete enumeration were employed to analyze data from 50 tests administered to 80 PSTs using the Jamovi program. The findings revealed a reliability score of $\mathbf{8 1. 7 \%}$, indicating significant disparities in PST achievement. The MADaQ3 value of 0.101 suggested a good fit, supported by a statistically significant p-value of $\mathbf{0. 0 0 1}$. However, items such as Q28 and Q43 exhibited Outfit values significantly different from 1, indicating potential issues with these items, which may be outliers or not measure the construct consistently with other items. The difficulty analysis showed a wide range of problem difficulties, highlighting a noticeable learning gap: PSTs excelled at easier problems but struggled with more complex ones. Wright’s map illustrated the relationship between PST performance and problem difficulty, identifying areas needing further attention. This study underscores the effectiveness of the Rasch model in developing robust measurement tools, identifying knowledge gaps, and providing actionable recommendations for curriculum enhancement. The results lay a foundation for future research aimed at leveraging technology to improve teaching and learning outcomes.