Using Rasch model for the development and validation of energy literacy assessment instrument for prospective physics teachers

Abstract

Abstract As the world facing energy crisis, energy literacy should be an important part in preparing prospective physics teachers. This research address the lack of currently available instrument to assess prospective physics teachers’ energy literacy. This paper aims to provide a validity argument of the ELA. Two pilot tests were carried out in three universities in Indonesia. In field-test I, the instrument was given to 112 students. The partial-credit Rasch model was applied to the data to examine items and test properties. The instrument was then revised and given to 123 students in field-test II. Through the processes of removing and/or modifying misfit items based on Rasch analyses, a set of 33 items that has a unidimensional construct of energy literacy was empirically established. Instrument validation results successfully provided a validity argument as they met inferences of scoring, generalization, explanation, and extrapolation. Further instructions on how to use results obtained from the instrument are also provided.