Keynote Speakers

Prof. Cavanagh

Professor Robert Frederick Cavanagh received his PhD from Curtin University Western Australia in the year 1997. He is a member of numerous Professional associations and is currently the Chair of the Board of Management of the Pacific Rim Objective Measurement Society (PROMS). He is currently active as a reviewer in a peer-refereed conferences and journal since the year 1999. He is also active in writing book chapters and numerous articles in renowned journals, has supervised PhD candidates since 2000, and has been PhD thesis examiner at several universities since 2004.


Title: Invariant measurement and metrological networks in amodern measurement Test score research tradition measurement theories (e.g. Classical Test Theory and True Score Theory), share common assumptions with a positivist philosophical orientation. This commonality renders test-score theories susceptible to critique similar to that levelled at positivism, the anti-positivist critique and post-modernism in general. An amodern theory of measurement needs to provide a constructive response to the anti-positivist critique, to move beyond positivism and the test score research tradition. The four defining characteristics of amodern measurement are: advocating measurement to enable societal and environmental renewal; the philosophical genre of hermeneutical phenomenology; application of scaling research tradition theories; and inclusion of constructs from related disciplines including metrology and network theory. This presentation builds on previous work explicating the first two characteristics of amodern measurement by examining aspects of the second two characteristics. In particular: the consonance between invariant measurement and amodern measurement theory; and the application of network theory and modelling in amodern measurement theory.

Prof. Margaret Wu

Prof. Margaret Wu was also an associate professor at the University of Melbourne. Margaret's main interests are in the statistical modeling of assessment data and the development of online teaching and learning tools. She has worked as a psychometrician at the Australian Council for Educational Research for more than ten years. She is also a co-author of Item Analysis software Conquest, which has been used extensively within Australia and internationally.

Title: Rater effects and IRT models

In this talk, Dr Wu will present a few IRT-based analyses of rater effects including the estimation of rater severity and rater discrimination. Rater severity refers to the differences between raters in terms of their tendencies to award higher or lower scores. Rater discrimination refers to the extent to which raters use the score range to separate students on the ability scale. Rating scale model, the partial credit model and the generalized partial credit model are used to analyse rater effects. A discussion on the interpretations of some measures of rater effect is provided. It is noted that a rater who shows large discrepancies from other raters may in fact be the best rater.

Dr Mohd Zali Mohd Nor is an I.T. Manager in a shipping services company. He received his B.Sc. in Mathematics from The University of Michigan, Ann Arbor, MI, USA, in 1988, Master of Management in I.T. from Universiti Putra Malaysia in 2005, and PhD in Management Information System in 2012. His knowledge in Rasch Measurement Models started in 2009, especially in Rating Scale, Partial Credit and Facets models. As Vice-President of myRasch, he is currently active in trainings and consultations on Rasch analysis and has provided assistance to postgraduate students from various local universities.

Title: Rasch in Malaysia – a Brief History, challenges, and a Peek into Future

We looked at the progress of Rasch measurement in Malaysia during Pre-2008, 2008-2015 and Post-2015. After 2015, we don’t progress much. Majority of Rasch papers delved on verifying quality of items. We don’t use Rasch to it’s full benefits as a measurement model. We have competent trainers but we don’t have those who really understood Rasch model and it’s technicalities to teach advance levels. A peak into future – what do we need to progress like other countries such as Japan, Singapore, and Australia?.







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