Measuring Engineering Students’ Ability and Attitude across Revised Blooms’ Taxonomy with Rasch Measurement Model

one of the major problems faced by educational researchers is the right approach to learning. According to Bloom s theory of learning, there are six levels that the order of levels in proper learning is important. On the other hand, affective domains (students attitude) in learning may be related to cognitive domains (actual ability). In this research, Rasch measurement model had been used to measure affective and cognitive domains of revised Blooms’ taxonomy but it has not been extensively used in many survey investigations involving engineering calculus education research. This study had employed Rasch dichotomous and rating scale models to determine relationships between students’ attitude based on cognitive levels and their competency in learning engineering mathematics. In this study, two type’s data were measured. First type data is Students’ attitudes that were measured by the 20 items as 5-point Likert scale. Second type data is students’ competency that was measured by students to answer correctly or incorrectly based on two topics of engineering calculus (III). This study used four engineering faculties’ data which were formerly gathered from 342 students at three consecutive semesters in Universiti Teknologi MARA (UiTM). Item characteristic curves from data indicated that related data was fit Rasch model. Students’ competency and attitude were investigated based on Person-Item-Distribution Map (PIDM). Rasch analysis had shown that students’ attitude indicates that application level of cognitive and evaluation levels are the least and most difficult agreeable, and this result is almost identical to the same result in actual students ability, so that the evaluation level is the hardest, and the understanding and application levels are the most convenient levels, respectively