The article by Tamarah and Samantha presents the validity analysis of RMSA (Research Methods Skills Assessment). The sample size of the study was 330 undergraduates whose statistics knowledge was measured using RMSA. The study results showed that the validity of the RMSA was less time consuming and better than the APA Guideline assessment.
Notably, the study involved a Rasch analysis. The purpose of this analysis was examining the score of the individual items from RMSA measurement. For example, 1=correct, 0=incorrect (Smith & Smith, 2018). The results of Rasch analysis offered a good fit for a 16-item test whereby the items covered the interpretation of statistical significance, descriptive statistics, effect size and determining the appropriate tests for various situations.
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I believe the results of the study because first, they showed that the validity of RMSA is better and less time consuming as compare the APA Guidelines assessment. The ability of the study to show a good fit for the 16-item test shows that the results of the study are significant. Also, the results did not include the problematic items, hence removing the possibility of providing misleading results and conclusion if such items were included. Notably, the items on confidence intervals were the ones that were removed. Although removing these items could make the results provide narrow implications, it was worth in avoiding misleading conclusions based on the same (the problematic items)
The reported confidence interval using the upper and lower limit is the 95% confidence interval of individual weights, which was the basis of question 14 and 15 that the participants were asked. The participants were to be asked if the statement that 95% of individual weight fall in the interval (42, 48) was true or not. The confidence interval estimated as sample proportion ± the error term was not reported, probably because the confidence interval item was removed.
References
Smith, T., & Smith, S. (2018). Reliability and Validity of the Research Methods Skills Assessment. International Journal Of Teaching And Learning In Higher Education , 30 (1), 80-90.
