Developing a Criterion-Referenced Test in Environmental Education Using Amplified Objectives: A Rasch (1PL) Analysis
Developing a Criterion-Referenced Test in Environmental Education Using Amplified Objectives: A Rasch (1PL) Analysis

Summary/Abstract: Background/purpose. The current research aims to construct a criterion-referenced test using the amplified objectives for the Environmental Education subject for students of the Educational and Psychological Sciences Departments in the Faculties of Education, based on item response theory (IRT) and the Rasch one-parameter logistic (1PL) model. The academic content was derived from five chapters developed by the Deans' Council of the Ministry of Higher Education and Scientific Research and reviewed by subject instructors. From this, seventy behavioral objectives were formulated, distributed among Bloom's taxonomy levels: remembering (35), understanding (29), and application (8). Materials/methods. Seventy multiple-choice items were developed and evaluated by specialized experts for validity. The research sample included 500 male and female second-stage students from the Universities of Baghdad, Al-Mustansiriya, Al-Iraqiya, Karbala, Anbar, and Diyala for the academic year 2024–2025. Students were selected using a stratified random method with proportional distribution. A pilot test was conducted with 30 students to ensure clarity of test items and instructions; all were found to be clear. Results. The cut-off score was established using the amplified objectives and the contrasting groups method under item response theory (IRT), resulting in a score of 47 (65.28%). Statistical analysis using SPSS and the ICL program confirmed that all items had strong psychometric properties. The results indicated a decrease in the number of proficient students in Environmental Education. Conclusion. The test developed in this study has strong psychometric properties and effectively measures student proficiency. The decline in performance suggests a need for further educational and assessment interventions. These calibrated items, aligned to amplified objectives, support diagnostic decisions about mastery and can guide remediation within environmental education courses.

• Details
• Contents