Pre-Licensure Examination For Teachers: An Application of Rasch Analysis

138
The International Journal of Educational and Psychological Assessment

September 2012, Vol. 11(2)
Pre-Licensure Examination for Teachers: An Application of Rasch Analysis

Amalia E. Roldan
Occidental Mindoro State College

Carlo Magno
De La Salle University, Manila

Abstract
The purpose of the present study is to construct and validate a pre-licensure
examination for the primary and secondary pre-service teachers that include the
professional education courses based on the areas covered in the Professional
Regulation Commission (PRC) in the Philippines using the Rasch analysis. The
professional education courses included were: (1) The teaching profession, (2)
social dimension of education, (3) principles of teaching, (4) educational
technology, (5) curriculum development, (6) facilitating human learning, (7) child
and adolescent development, and (8) assessment of student learning. The proposed
test will be useful in the review sessions conducted among graduating and graduate
students in preparation for their actual licensure examination. The test was
administered to 100 graduating students of Teacher Education department in a
province in the Philippines. Rasch measurement was utilized to substantiate the
validity of the test. The test obtained moderate person reliability (.57) and high
items reliability (.96). All the items fit the Rasch analysis except for one items in the
test. The person separation index (1.14, RMSE=.26) can moderately discriminate
the person ability while the item separation index (4.97, RMSE=.29) can highly
discriminate. The item map showed that person abilities are clustered in the middle
of the scale while the items were spread all over the scale. Two extreme items were
found on top and at the bottom of the scale.
Keywords: Rasch model, licensure examination, professional education courses
Introduction
As stated in the Philippines Commission on Higher Education (CHED)
Memorandum Order (1999), the main mission of teacher education is the
preparation of globally competitive teachers who are imbued with ideals, aspirations
and values and are adequately equipped with pedagogical knowledge and skills.
Quality education needs to be provided in teacher training institution so that
preservice teachers will be prepared for their teaching profession. Teacher training
institutions are expected to provide strong foundation towards developing
preservice teachers knowledge and skills (Libman, 1990; Magno, 2010a). One way
to assure that teachers are competent in the profession is gauged through the
licensure examination results (Angrist & Guryan, 2008). In preparation for the
licensure examination, the present study constructed and validated a pre-licensure
2012 Time Taylor Academic Journals ISSN 2094-0734
139
examination for the elementary and secondary preservice teachers that include the
professional education courses based on the prescribed curriculum of the PRC
using the Rasch analysis.
The Licensure Examination and the Teaching Performance
Teacher quality is a key element of student academic success, but little is
known about how specific teacher attribute like licensure examination profile
influences classroom outcomes. Reviews emphasizes the relevance of the licensure
examinations results on teachers academic success (Gitomer, Lathan, & Ziomek,
1999) and teaching performance (Goldhaber & Brewer, 2001; Buddin &
Zamarros, 2009). For example, Gitomer, Lathan, and Ziomek (1999) found that
teacher academic ability varies widely by the type of licensure sought. Their ability
is reflected in the way they teach. Students whose teachers possess a B.A. or M. A.
in mathematics outperformed other students in mathematics. Students whose
teachers have any kind of certification (standard, emergency, alternative, etc.)
outperformed students whose teachers have no certification or are certified in
different subjects. The study by Gitomer, Lathan, and Ziomek (1999) shows that
having certification in teaching such as a licensure exam brings about success in the
achievement of their students.
Furthermore, in the primary level (elementary), Buddin and Zamarros
(2009) examined whether teacher licensure test scores and other teacher attributes
affect elementary student achievement. The results were based on longitudinal
student-level data from Los Angeles. California requires three types of teacher
licensure tests as part of the teacher certification process: A general knowledge test,
a subject area test (single subject for secondary teachers and multiple subject for
elementary teachers), and a reading pedagogy test for elementary school teachers.
The student achievement analysis is based on a value-added approach that adjusts
for both student and teacher fixed effects. The results show large differences in
teacher quality across school districts, but measured teacher characteristics explain
little of the difference. However, teacher licensure test scores are unrelated to
teacher success in the classroom. Similarly, student achievement is unaffected by
whether classroom teachers have advanced degrees. Teacher experience is
positively related with student achievement, but the linkage is weak and largely
reflects poor outcomes for teachers during their first year or two in the classroom.
The kind of preparation done for the teacher training institutions can be
relevant for their performance in the licensure examination. Houck and Kitche
(2010) highlighted in their study about the modal teacher preparation curriculum.
Content studies is one of the key aspects of the teacher preparation because
stakeholders should support the notion that teachers must know the content they
will teach, and they must be aware of how best to teach it (Cruickshank, 1996, p.
11). Their study determined if any amount of quality coursework preparation of
preservice agriculture teachers influences their content knowledge. Findings
indicated that most preservice teachers are meeting an adequate content knowledge
level based on the Praxis II exam scores. They concluded in the study that
140
moderate relationship exists between Praxis II agriculture exam and agriculture

content preparation.
Unlike Houck and Kitches conclusion of moderate relationship that
existed between Praxis II agriculture exam and agriculture content preparation.
Arenillo and Arenillo (2009) found in their study that there was a significant
relationship between the board performances of graduates with their knowledge
obtained in their preservice education. Based on this premise, it can be noted that
students with inadequate knowledge would have a less chance of passing the board
examination. This limits their opportunity for advancing in their teaching career.
The Licensure Examination for Teachers in the Philippines
In the Philippines, Republic Act No. 3687, known as Professionalization
Act for teachers is implemented to strengthen, regulate and supervise the practice
of teaching profession by prescribing a license to teachers certified by the
Professional Regulation Commission (PRC). The licensure examination is one of
the hurdles that a teacher education graduate take to obtain a license for their
career. The PRC has the responsibility to ensure that the examination meets
technical, professional, and legal standards, and protect the health, safety and
welfare of the public by assessing candidates abilities to practice competently. Once
a candidate has passed the Licensing Examination for Teachers (LET), the PRC
grants the license, thus assuring the public that the licensee is minimally qualified to
practice teaching at the time of initial licensure.
The purpose of the licensure examination is to identify persons who possess
the minimum knowledge and experience necessary to perform task on the job
safely and competently. These licensing examinations are very different from
academic or employment examinations. Academic examinations assess how well a
person can define and comprehend the terms and concepts. Employment
examination can rank order candidates who possess the qualifications for the job.
The licensure examinations also assess how the academic programs harmonized
their process of developing, maintaining and administering a wholesome academic
instruction to ensure students readiness to pass the standard of licensure
examinations.
The board examination outputs of Higher Education Institutions (HEIs)
both private and public are used to evaluate the academic competence of
educational programs offered. The examination results serve as an index of
performance of the HEIs in general. Institutions which always produce top
performers in various programs tend to be identified as the most credible and
having the most reliable in offering quality instruction. On the other hand,
institutions which continuously have board performance outputs lower than the
national passing percentage are compelled to shape up by revisiting and improving
their academic inputs.
In addition, when the CHED implemented more stringent mechanisms in
ensuring quality in HEIs, licensure performance served as key parameters in
measuring the capability of an institution. For instance, in the evaluation of Agency
Performance Report Rating (APR), board performance outputs is one of the salient
141
indicators in the different key result areas under instruction. Moreover, the
implementation of HEIs leveling, normative financing and even in accreditation of
courses, the licensure performance outputs is considered one of the important
parameters in determining the efficiency and effectiveness of the institution.
The present study is undertaken to contribute on the priority concern of the
HEIs. The findings of the study can be used in the review sessions conducted
among the graduating and graduates of the colleges and universities for their
preservice teachers taking the LET. Currently, there are several published
examinations that are meant to prepare preservice teachers for the LET but none
of them reported the validity, reliability, and functioning of the items based on
sound measurement theories. The instrument that was constructed in the study can
be used to assess the possible performance of the preservice teachers in taking the
actual LET particularly in the professional education courses. Given the
instrument, the students can be familiarized with the types of items given in the
actual licensure exam since the content of the test is based on the specification
provided by the PRC. The latest teacher education curriculum was the source or
framework of the items included in the study.
The New Teacher Education Curriculum
In response to the problem of unqualified and ill-prepared beginning
teachers and the rate of passing in the licensure examination for teachers (LET)
which ranges from 20 to 30% per year (Pedro, 1996), the Commission on Higher
Education (CHED) initiated guidelines for the undergraduate teacher education
programs in a Memorandum Order (CMO) 30 Series 2004 otherwise known as the
New Teacher Education Curriculum. The aim of the pre-service teacher
curriculum is to prepare professional teachers for practice in primary and
secondary schools in the Philippines. The memorandum enumerated the 11
competencies expected of graduates of the Bachelor of Elementary Education or
BEEd and Bachelor of Secondary Education or BSE. Elementary school teachers
are trained to be generalists, that they may be able to teach all the five prescribed
learning areas (or subjects) of the basic education curriculum; while secondary
school teachers are trained to be specialists in one of the five prescribed learning
areas (Fajardo, 2007). The Competency standards are as follows:
Graduates of the BEEd (and BSEd) program are teachers who
1. Have the basic and higher level literacy, communication, numeracy, critical
thinking, learning skills needed for higher learning;
2. Have a deep and principled understanding of the learning processes and the
role of the teacher in facilitating these processes in their students;
3. Have a deep and principled understanding of how educational processes relate
to larger historical, social, cultural, and political processes;
4. Have a meaningful and comprehensive knowledge of the subject matter they
will teach;
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5.
Can apply a wide range of teaching process skills (including curriculum

development, lesson planning, materials development, educational assessment,
and teaching approaches);
6. Have direct experience in the field/classroom (e. g., classroom observations,
teaching assistance, practice teaching);
7. Can demonstrate and practice the professional and ethical requirements of the
teaching professions;
8. Can facilitate learning of diverse types of learners, in diverse types of learning
environments, using a wide range of teaching knowledge and skills;
9. Can reflect on the relationships among the teaching process skills, the learning
processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in
order to constantly improve their teaching knowledge, skills, and practices;
10. Can be creative and innovative in thinking of alternative teaching approaches,
take informed risks in trying out these innovative approaches and evaluate the
effectiveness of such approaches in improving student learning; and
11. Are willing and capable to continue learning in order to better fulfill their
mission as teachers.
The courses are classified into three components, namely, general
education courses, professional education courses and specialization/content
courses. General education courses provide basic knowledge in broad fields which
provide the foundation on which professional courses are anchored. This is to
compensate for knowledge, skills, and attitudes that are not developed and taught
during the short pre-collegiate or pre university level (only 10 years). Professional
education courses aim to develop the range of knowledge and skills needed in the
practice of the teaching profession. There are three categories of courses in this
component: (1) theory and concept courses, (2) methods and strategies courses,
and (3) field study courses. The last component course is the specialization and
content courses which provide basic but essential knowledge in the five prescribed
learning areas in elementary school education.
The summary of CHED curriculum for Preservice Teacher Education
(BSE) is as follows: Part I is the General Education with a total of 63 units; Part II
is the Professional Education with 57 units and consists of four areas; (1)
Theory/Concepts (Child and Adolescent Development (3units), Facilitating
Learning (3 units), Social Dimensions of Education (3 units) and, the Teaching
Professions (3 units); (2) Methods/Strategies (Principles of Teaching 1 and 2 (6
units), Assessment of Leaning 1 and 2 (6 units), Educational Technology 1 and 2 (6
units), Curriculum Development (3 units), Developmental Reading 1 and 2 (6
units); (3) Field Study (Field Study 1-6, Practice Teaching (6 units); and (4) Special
Topics (3 units); and Part III is the Specialization/Major (63 units) with the total of
183 units.
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The Rasch Model

A variety of national tests are undertaken in the Philippines but none of
these test report findings based on the functioning of items. Magno and Gonzales
(2011) in their report to UNESCO on the development in Philippine education
described that when schools started to privatize testing, more so that information
about tests psychometric performance became scarce. One of the movements in
the development of national tests in the Philippines is the analysis of test data using
Item Response Theory (Magno, 2010b). National examinations such as the
licensure examination and the review forms becomes more credible when their
actual item reliabilities and test functioning are made known to users. In the present
study, the one parameter Rasch model is used to determine the functioning of test
for preservice teachers.
The Rasch model is am analysis that is referred to as one-parameter logistic
model in the item response theory literature. The model estimates the probability
of a correct response to a given item function of item difficulty and person ability
(Hambleton, Swaminathan, & Rogers, 1991). The primary output of Rasch analysis
is a set of item difficulty and person ability values placed along a single interval
scale. Items with higher difficulty scores are less likely to be answered correctly, and
items with lower scores are more likely to provide correct responses, and those with
lower ability are less likely to do so (Magno & Ouano, 2009).
Rasch analysis (a) estimates the difficulty of dichotomous items as the
natural logarithm of the odds of answering each item correctly (a) log odds, or logit
score), (b) typically scales these estimates to mean = 0, then (c) estimates person
ability scores on the same scale. In the analysis of dichotomous items, item
difficulty and person ability are defined such that when they are equal, there is 50%
chance of correct response. As the person ability exceeds item difficulty, the chance
of a correct response increases as a logistic ogive function, and as item difficulty
exceeds person ability, the chance of success decreases. The formal relationship
among response probability, person ability, and item difficulty is given in the
mathematical equation by Bond and Fox (2001). A graphic plot of this relationship
known as item characteristic curve (ICC), is given for three items of different
difficulty levels. One useful feature of the Rasch model is referred to as parameter
separation or specific objectivity (Bond & Fox, 2001). The implication of this
mathematical property is that, at least in theory, item difficulty values do not
depend on the sample used to estimate them, nor do person ability scores depend
on the particular items used to estimate them. In practical terms, this means that
given well-calibrated sets of items that fit the Rasch model, robust and directly
comparable ability estimates may be obtained, from different subsets of items. This,
in turn, facilitates both adaptive testing and the equating of scores obtained from
different instruments (Magno, 2009).
The Present Study
The purpose of the present study is to construct and validate a prelicensure examination for the elementary and secondary preservice teachers that
144
include the professional education courses based on the prescribed curriculum of

the PRC using the Rasch analysis. It is the intention of the researchers to focus on
each particular area covered in the LET of PRC. The researchers decided to
construct a test that assesses the students possible performance in the professional
education courses. Based on the PRC results, majority of the students got lowest
mean scores in the professional education subtest.
The following are the subject areas included in the test: (1) The teaching
profession, (2) social dimension of education, (3) principles of teaching, (4)
educational technology, (5) curriculum development, (6) facilitating human
learning, (7) child and adolescent development, and (8) assessment of student
learning. The proposed test can be a useful instrument in the review sessions
conducted among graduating and graduate students in preparation for their actual
Licensure Examination.
Method
Participants
The participants were 100 preservice teachers of one state college in the
Philippines. These students are graduating students for the school year 2010 2011
and are expected to take their licensure examination after their graduation.
Instrument
The instrument which is a pre-licensure examination for preservice teachers
is composed of 90 multiple items that was constructed by the researchers. The test
includes items that assess the preservice teachers knowledge and skills Table 1
shows the table of specification of the test.
Table 1
Table of Specification
Content Areas
1.
2.
Teaching Profession
Social Dimension of
Education
3. Principles of Teaching
4. Educational Technology
5. Curriculum Development
6. Facilitating Learning
7. Child and Adolescent
Development
8. Assessment of Student
Learning
Weights
Total
Weights
5%
17%
17%
11%
11%
11%
11%
Cognitive Domain
Knowledge Application
Analysis
1-2
3-5
6-7
8-20
No. of
Items
5
15
21-35
36 -45
52-55
60-65
15
10
10
10
10
46-50
56-59
66-70
17%
100%
51
71-75
76-90
25
20%
59%
21%
18
53
19
90
The table of specifications includes 18 items (20%) that measures

knowledge, 53 items (59%) application and 19 items (21%) analysis. These three
145
cognitive domains were measured following the objectives and subject areas
included in the specifications of the PRC on LET. The items were content
validated by a panel of faculty teaching education courses who served as reviewers.
The reviewers came from different reputable colleges and universities in the
Philippines with good performance in the LET.
Procedure
The first draft of the test was reviewed by some experts to establish the
content validity. The comments and suggestions were integrated in writing the final
draft of the test. The final draft of the test was administered to the 100 graduating
students of a teacher education department in a state college during their in-house
review for the LET. The researchers administered the test among the group and
clearly instructed the students on how to answer the test. After the administration of
test, the teachers and students were debriefed about the purpose of the study.
Data Analysis
To describe the distribution of the scores, the mean and standard deviation
were reported. The internal consistency of the items was determined using the
Cronbachs alpha. Item and person reliability estimates were calculated separately
using the Rasch model using the Winsteps software.
Rasch model was utilized to determine the item difficulty of the test based
on the results of logistic measure indices. The items with positive logits indicate that
items are difficult and have the probability to be answered by persons with high
ability. On the other hand, the items with negative logits are easy items and have
the probability to be answered by persons with low ability. Item in fit and outfit
were determined to assess how many of the items fit the analysis as good items and
does not fit as items to be revised or deleted. To determine the items that fit in the
Rasch analysis, the outfit and infit mean square (MNSQ) indices should be within
the acceptable range of 0.70 1.30 (Bond & Fox, 2007). Misfitting items are signs
of multidimensionality and model deviance. High values of item MNSQ indicate a
lack of construct homogeneity with other items in a scale, whereas low values
indicate redundancy with other items (Linacre & Wright 1994). An item map was
generated to determine how the items are spread in the entire range of the test. It is
also used to show how the test can discriminate persons ability as to high and low
abilities.
Results
Descriptive statistics were reported in Table 1. The mean scores of the
eight areas of the review test range from .40 to .84 (closer to a value of 1.0 indicates
large proportion of correct answers). Majority of the students obtained correct
answers on the items in the area of teaching profession and lowest on educational
technology. The rest of the test components got means below the median range
except for the principle of teaching and child adolescent development. The whole
test obtained mean score of .51 and a standard deviation of .07. The mean score is
146
above the median range (0.65) which indicates that students got more correct
responses than the incorrect scores.
The internal consistency of the test and its components were established
using both the Cronbachs alpha and Rasch analysis. The Cronbachs alpha
coefficients of the test and its components range from .00 to .59 which indicates low
to moderate reliability. Results of the Rasch analysis show internal consistency of
the items and low for person reliabilities.
Table 2
Descriptive Statistics of the Eight Areas of the Pre-licensure Examination

1. The Teaching Profession
2. Social Dimension of
Education
3. Principle of Teaching
4. Educational Technology
5. Curriculum Development
6. Facilitating Learning
7. Child and Adolescent
Development
8. Assessment of Student
Learning
The Whole Test
SD
Cronbachs
alpha
Person
Reliability
Item
Reliability
.84
.45
.167
.135
.00
.28
.00
.24
.84
.95
.60
.40
.45
.44
.60
.156
.147
.149
.38
.167
.43
.21
.09
.00
.39
.41
.18
.00
.00
.30
.94
.96
.96
.94
.95
.48
.146
.22
.22
.92
.65
.070
.59
.57
.96
Using the Rasch Model, the item and person separation and reliability were
examined. The real person separation is 1.14 with RMSE of .26. This indicates that
the test can moderately discriminates among persons. The person separation
indicates the number of groups of students that can be separated according to their
abilities (high and low ability groups).
For the items, the reliability is high (.96). The item separation of 4.97
indicates that the items can discriminate between the high ability and low ability.
There is a wide spread of difficulty in the items as the standard deviation of item
difficulty estimates 1.48 logits and the separation of 4.97. The item difficulties of
the test were determined based on the measure or logistic measures for item
difficulty.
The item difficulties are reported based on the logits obtained per item (see
Table 5). The negative logits indicate that the items are easy and have the
probability to be answered by persons with low ability. On the other hand, positive
logits indicate that the items are difficult and have the probability to be answered by
persons with high ability.
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Table 5
Difficulty Index, Infit and Outfit of the Test

Test Component
Item no.
TP 1
Logistic
Measure
SE
INFIT
MNSQ
z
OUTFIT
MNSQ
Z
1.39
0.31
0.94
-0.64
0.94
-0.64
0.88
0.33
0.95
-0.37
0.95
-0.35
0.88
0.33
1.13
1.09
1.14
1.06
-2.45
1.02
0.98
0.29
0.55
-0.11
-0.71
0.48
0.11
0.99
0.13
SDT 6
-2.23
0.33
0.96
-0.15
0.84
-0.45
PT
-1.93
0.3
0.97
-0.13
0.89
-0.36
0.35
0.26
0.93
-0.72
0.86
-1.01
-0.04
0.25
1.01
0.1
1.05
0.51
10
2.32
0.44
0.92
-0.14
0.58
-0.86
11
1.28
0.31
1.09
0.53
1.65
2.14
12
-0.65
0.25
0.92
-1
0.88
-1.2
13
4.23
1.01
1.03
0.35
1.86
0.97
14
1.09
0.3
0.08
0.95
-0.15
15
-1.44
0.27
1.03
0.31
0.06
16
-2.46
0.35
1.01
0.13
1.05
0.26
17
-0.22
0.25
1.15
1.84
1.21
2.04
18
-0.4
0.25
1.04
0.49
1.05
0.55
19
-0.59
0.25
0.92
-1.05
0.89
-1.04
20
0.69
0.27
0.96
-0.27
0.97
-0.09
21
-1.43
0.33
0.91
-0.37
0.83
-0.43
22
3.04
0.41
1.14
0.53
1.11
0.37
23
-0.07
0.25
1.03
0.33
0.05
24
0.68
0.25
1.03
0.37
0.99
-0.02
25
-1.22
0.31
0.97
-0.09
0.91
-0.22
26
0.74
0.25
0.83
-2.07
0.79
-1.84
27
-0.34
0.26
1.11
1.04
1.24
1.43
28
0.96
-0.35
0.93
-0.41
-0.34
0.26
29
1.63
0.28
0.08
1.03
0.2
30
-0.34
0.26
0.91
-0.83
0.81
-1.22
31
0.12
0.25
1.1
1.12
1.12
0.97
32
-0.94
0.29
0.76
-1.61
0.59
-1.88
33
1.48
0.27
1.23
1.77
1.36
1.78
34
-1.22
0.31
1.11
0.64
1.17
0.64
35
-1.79
0.37
0.92
-0.25
0.77
-0.47
-0.36
0.62
-0.47
ET 36
2.42
0.49
0.82
37
-1.56
0.27
1.08
0.74
0.08
38
-0.64
0.25
0.96
-0.48
0.92
-0.51
148
Cont. Table 5
39
0.79
0.3
1.06
0.43
1.14
0.6
40
1.54
0.37
1.07
0.37
1.52
1.26
41
2.42
0.49
0.94
-0.03
0.65
-0.41
42
-1.35
0.26
0.91
-0.89
0.88
-0.6
43
-2.02
0.29
0.96
-0.26
0.96
-0.05
44
-0.05
0.26
1.13
1.24
1.42
2.41
45
-1.56
0.27
0.91
-0.79
0.86
-0.61
CD 46
-0.61
0.25
1.05
0.55
1.03
0.31
47
-0.93
0.26
0.81
-2.01
0.73
-2.09
48
-1.43
0.28
0.02
1.34
1.66
49
-1.36
0.28
0.97
-0.19
0.93
-0.34
50
-2.68
0.39
1.17
0.67
1.4
0.99
51
2.58
0.47
1.12
0.44
1.73
1.22
52
1.91
0.37
0.97
-0.04
1.13
0.45
53
0.83
0.28
1.01
0.11
1.02
0.19
54
0.02
0.25
0.94
-0.72
0.88
-1.03
55
1.66
0.34
0.99
0.02
0.85
-0.34
FL 56
-1.66
0.3
0.95
-0.22
0.88
-0.47
57
-2.18
0.35
0.96
-0.09
0.86
-0.36
58
-0.17
0.24
0.98
-0.24
0.99
-0.08
59
-0.11
0.24
0.95
-0.62
0.97
-0.4
60
0.3
0.25
1.09
1.11
1.15
1.43
61
-0.06
0.24
1.05
0.69
1.04
0.51
62
0.43
0.25
0.9
-1.22
0.84
-1.43
63
1.56
0.31
0.99
-0.01
0.9
-0.3
64
2.01
0.36
1.15
0.65
1.87
2.12
65
-0.11
0.24
0.96
-0.57
0.94
-0.73
1.08
0.58
1.61
1.9
CAD 66
1.91
0.29
67
-0.18
0.27
0.9
-0.83
0.86
-0.8
68
-2.13
0.43
0.84
-0.45
0.7
-0.45
69
1.91
0.29
1.04
0.35
1.27
0.97
70
-0.56
0.28
0.87
-0.98
0.85
-0.67
71
-1.8
0.38
1.16
0.66
0.93
-0.01
72
-0.72
0.29
0.92
-0.53
0.87
-0.49
73
-0.18
0.27
1.11
0.95
1.09
0.54
74
0.23
0.26
1.05
0.59
1.13
0.89
75
1.51
0.27
0.94
-0.45
0.85
-0.63
ASL 76
-1.2
0.27
0.97
-0.14
1.02
0.18
77
-0.85
0.26
0.08
1.05
0.37
78
1.22
0.28
1.07
0.55
1.09
0.49
79
1.06
0.27
1.04
0.37
0.99
0.01
149
Cont. Table 5
80
-0.01
0.24
0.99
-0.05
0.99
-0.08
81
0.34
0.25
0.88
-1.5
0.84
-1.6
82
0.59
0.25
1.05
0.52
1.03
0.25
83
-0.18
0.24
1.06
0.8
1.08
0.91
84
-1.86
0.31
0.76
-1.13
0.66
-1.42
85
-0.07
0.24
0.96
-0.52
0.96
-0.39
86
1.14
0.28
1.04
0.36
1.19
1.01
87
0.17
0.24
0.97
-0.37
-0.01
88
1.56
0.31
1.11
0.62
1.05
0.26
89
-0.92
0.26
1.06
0.53
1.04
0.32
90
-0.99
0.26
1.04
0.34
1.04
0.3
Note. TF= Teaching profession; SDT= Social dimension of Teaching; PT- Principles of teaching;
ET= Educational Technology; FL= Facilitating Learning; CD= Curriculum Development;
CDA=Child Adolescent Development;
To determine if the items under each domain has a unidimensional

structure, the item fit mean square (MNSQ) was obtained. The results of the fit
statistics show that seven items out of 90 items do not fit the Rasch Model following
the criteria suggested by Bond and Fox (2007). Items which do not fit the model
have outfit and infit mean square (MNSQ) indices outside the acceptable range of
0.70 1.30. Misfitting items are signs of multidimensionality and model deviance.
High values of item MNSQ indicate a lack of construct homogeneity with other
items in a scale, whereas low values indicate redundancy with other items
(Linacre & Wright 1994). Generally, few items did not fit the Rasch model. Only
one items do not fit the model in the social dimension in teaching with outfit
MNSQ value of 1.65, item 33 of principle of teaching (Outfit MNSQ = 1.36), items
40 and 44 of educational technology with outfit MNSQ of 1.40 and 1.73
respectively. There were two items in curriculum development, the items number
50 and 51 with outfit MNSQ of 1.40 and 1.73 and item number 64 of facilitating
learning with outfit MNSQ of 1.87. All misfitting items have high values of outfit
MNSQ that indicate of the lack of homogeneity.
The itemperson map indicates the spread of the items over the entire
range of the test. The numbers on the right indicate items and numbers on left
indicate persons. Items and persons placed on top of the scale are more difficult
and more competent, respectively. As one goes down the scale, items become
easier and individuals become less competent.
As shown in the map, majority of the individuals are clustered towards the
center of the scale while items are spread all over the scale with two extreme scores,
item 13 on the top (very easy item) and item 4 below (difficult item). The person
position on the scale indicates homogeneity of their ability. Thus, the test can
moderately discriminates the person ability as to high or low abilities. On the other
hand, items are normally distributed. The item and person means are matched in
the item map.
150
Figure 1. Item-Person Map
151
Discussion
It was found in the study that the pre-licensure examination constructed is a
test that supports assumptions of the Rasch model. The item reliability of the test is
high and can moderately discriminate person ability as to high or low abilities. All
the items satisfied the criteria of fit to the Rasch model except for the 7 items. Most
of the items have a good fit showing that students with high ability are able to get
correct answers to difficulty items, and those with lower ability are most likely not to
answer the difficult items. One example of misfitting items is Item number 11 of
social dimension in teaching. The item is stated as Teacher Anna teaches to his
pupils that pleasure is not the highest good. Teachers teaching is against what
philosophy? The options given are a) Existentialism, b) Realism, c) Epicureanism
and d) Empiricism. This item does not fit the model due to the large value of outfit
MNSQ which is 1.65. The value is outside the acceptable range of 0.7 to 1.30 in
the criteria of fitting items suggested by Bond and Fox (2007). This item and the
other six misfiting items lack the homogeneity. The items have low level of internal
consistency with the rest of the items in the test. It was revealed that most of the
items fit the Rasch analysis which indicates unidimensionality of the test or that the
test really measures what it intends to measure (the same construct). This was
supported by the item map showing the normal distribution of the items as they
were spread all over the scale with only two extreme items found on top and at the
bottom of the scale.
The findings of the research pointed out that the Rasch Analysis is a
powerful tool in determining the validity of a teacher-made test. The relevance of
the test instrument constructed by this researcher is for the purpose of satisfactorily
complying with the CHED Memorandum on licensure examinations for teachers
and providing the OMSC with a valid pre-licensure test which could be
standardized at the national level.
It is highly recommended to administer the same instrument to
education students from different schools to create a bigger sample of examinees.
Future researches on the said instrument are likewise recommended particularly in
establishing the predictive validity of the same. The construction and validation
using Rasch analysis on the other two components of the LET, the general and
specialization courses are also recommended.
Tests with the purpose of practicing students for the licensure exam should
have appropriate indicators that they are valid and reliable measures. Educational
institutions and review centers when coming up with test items for the LET review
should consider showing evidence that the items are performing appropriately.
152
References
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Evidence from state certification requirements. Economics of Education
Review, 27, 483-503.
Arenillo, S. A., & Arenillo, M. T. (2009). Preservice education and performances
in teacher licensure examination among graduates of Mindoro State
College of Agriculture and Technology. JPAIR Multidisciplinary Journal,
2, 132-143.
Fajardo, A. (2007). Curriculum design of preservice teacher education for
indigenization of elementary school science college of education.
Proceedings of the Redesigning Pedagogy: Culture, Knowledge and
Understanding Conference, Singapore, May 2007.
Magno, C. (2009). Demonstrating the difference between classical test theory and
item response theory using derived test data. The International Journal of
Educational and Psychological Assessment, 1, 1-11.
Magno, C. (2010a). Looking at Filipino pre-service teachers' value for education
through epistemological beliefs about learning and Asian values. The
Asia-Pacific Education Researcher, 19(1), 61-78.
Magno, C. (2010b). A brief history of educational assessment in the Philippines.
Educational Measurement and Evaluation Review, 1, 140-149.
Magno, C., & Ouano, J. (2009). Designing written assessments for student
learning. Manila: Phoenix Publication.
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UNESCO Policy Series: Trends and development in Philippine Education
(pp. 47-58). Philippines: UNESCO National Commissions.
Bond, T. G., & Fox, C. M. (2001). Applying the Rasch model: Fundamental
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Buddin, R., & Zamarro, G., (2009a. Teacher Qualifications and Student
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CHED (2004). CHED Memorandum Order No. 30 S. 2004 New Teacher
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and Standards for Teacher Education
Gitomer, D. H., Latham, A. S., & Ziomek, R. (1999). The Academic Quality of
Prospective Teachers: The Impact of Admissions and Licensure Testing.
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Libman, Z. (2009). Teacher licensure examination: True progress or an illusion?

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About the Authors
Ms. Amalia Roldan is currently a faculty of Occidental Mindoro State College. She
is currently finishing her PhD in Educational Psychology major in Quantitative
Research in De La Salle University, Manila.
Dr. Carlo Magno is a faculty of the College of Education in De La Salle University,
Manila. Most of his publication is in line with measurement and assessment studies.
He has developed several measures useful in the educational context. Further
correspondence can be addressed to him at carlo.magno@dlsu.ph

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138

The International Journal of Educational and Psychological Assessment

Pre-Licensure Examination for Teachers: An Application of Rasch Analysis

Occidental Mindoro State College

De La Salle University, Manila

2012 Time Taylor Academic Journals ISSN 2094-0734

moderate relationship exists between Praxis II agriculture exam and agriculture

2012 Time Taylor Academic Journals ISSN 2094-0734

Can apply a wide range of teaching process skills (including curriculum

2012 Time Taylor Academic Journals ISSN 2094-0734

The Rasch Model

include the professional education courses based on the prescribed curriculum of

The table of specifications includes 18 items (20%) that measures

Descriptive Statistics of the Eight Areas of the Pre-licensure Examination

2012 Time Taylor Academic Journals ISSN 2094-0734

Difficulty Index, Infit and Outfit of the Test

2012 Time Taylor Academic Journals ISSN 2094-0734

2012 Time Taylor Academic Journals ISSN 2094-0734

To determine if the items under each domain has a unidimensional

2012 Time Taylor Academic Journals ISSN 2094-0734

Figure 1. Item-Person Map

2012 Time Taylor Academic Journals ISSN 2094-0734

2012 Time Taylor Academic Journals ISSN 2094-0734

Libman, Z. (2009). Teacher licensure examination: True progress or an illusion?

2012 Time Taylor Academic Journals ISSN 2094-0734

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