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The Rasch model, named after Georg Rasch, is a obtain measurements from the data; i.e. it provides a cri-

psychometric model for analyzing categorical data, such terion for successful measurement. Beyond data, Raschs

as answers to questions on a reading assessment or ques- equations model relationships we expect to obtain in the

tionnaire responses, as a function of the trade-o between real world. For instance, education is intended to pre-

(a) the respondents abilities, attitudes or personality traits

pare children for the entire range of challenges they will

and (b) the item diculty.[1] For example, they may be face in life, and not just those that appear in textbooks or

used to estimate a students reading ability, or the extrem- on tests. By requiring measures to remain the same (in-

ity of a persons attitude to capital punishment from re- variant) across dierent tests measuring the same thing,

sponses on a questionnaire. In addition to psychometrics Rasch models make it possible to test the hypothesis that

and educational research, the Rasch model and its exten- the particular challenges posed in a curriculum and on

sions are used in other areas, including the health pro- a test coherently represent the innite population of all

fession[2] and market research[3] because of their general possible challenges in that domain. A Rasch model is

applicability.[4] therefore a model in the sense of an ideal or standard that

The mathematical theory underlying Rasch models is a provides a heuristic ction serving as a useful organizing

special case of item response theory and, more generally, principle even when it is never actually observed in prac-

a special case of a generalized linear model. However, tice.

there are important dierences in the interpretation of the The perspective or paradigm underpinning the Rasch

model parameters and its philosophical implications[5] model is distinct from the perspective underpinning sta-

that separate proponents of the Rasch model from the tistical modelling. Models are most often used with the

item response modeling tradition. A central aspect of intention of describing a set of data. Parameters are mod-

this divide relates to the role of specic objectivity,[6] a ied and accepted or rejected based on how well they t

dening property of the Rasch model according to Georg the data. In contrast, when the Rasch model is employed,

Rasch, as a requirement for successful measurement. the objective is to obtain data which t the model (An-

drich, 2004; Wright, 1984, 1999). The rationale for this

perspective is that the Rasch model embodies require-

1 Overview ments which must be met in order to obtain measurement,

in the sense that measurement is generally understood in

the physical sciences.

1.1 The Rasch model for measurement

A useful analogy for understanding this rationale is to

In the Rasch model, the probability of a specied re- consider objects measured on a weighing scale. Suppose

sponse (e.g. right/wrong answer) is modeled as a function the weight of an object A is measured as being substan-

of person and item parameters. Specically, in the orig- tially greater than the weight of an object B on one occa-

inal Rasch model, the probability of a correct response is sion, then immediately afterward the weight of object B

modeled as a logistic function of the dierence between is measured as being substantially greater than the weight

the person and item parameter. The mathematical form of object A. A property we require of measurements is

of the model is provided later in this article. In most con- that the resulting comparison between objects should be

texts, the parameters of the model characterize the pro- the same, or invariant, irrespective of other factors. This

ciency of the respondents and the diculty of the items as key requirement is embodied within the formal structure

locations on a continuous latent variable. For example, in of the Rasch model. Consequently, the Rasch model is

educational tests, item parameters represent the diculty not altered to suit data. Instead, the method of assess-

of items while person parameters represent the ability or ment should be changed so that this requirement is met,

attainment level of people who are assessed. The higher in the same way that a weighing scale should be rectied

a persons ability relative to the diculty of an item, the if it gives dierent comparisons between objects upon

higher the probability of a correct response on that item. separate measurements of the objects.

When a persons location on the latent trait is equal to the Data analysed using the model are usually responses to

diculty of the item, there is by denition a 0.5 proba- conventional items on tests, such as educational tests with

bility of a correct response in the Rasch model. right/wrong answers. However, the model is a general

A Rasch model is a model in one sense in that it repre- one, and can be applied wherever discrete data are ob-

sents the structure which data should exhibit in order to tained with the intention of measuring a quantitative at-

1

2 1 OVERVIEW

tribute or trait.

1.2 Scaling

and item distribution (bottom) on a scale

tion is less than 0.5. The Item Characteristic Curve (ICC)

or Item Response Function (IRF) shows the probability of

Figure 1: Test characteristic curve showing the relationship be- a correct response as a function of the ability of persons.

tween total score on a test and person location estimate

A single ICC is shown and explained in more detail in

relation to Figure 4 in this article (see also the item re-

When all test-takers have an opportunity to attempt all sponse function). The leftmost ICCs in Figure 3 are the

items on a single test, each total score on the test maps easiest items, the rightmost items in the same gure are

to a unique estimate of ability and the greater the total, the most dicult items.

the greater the ability estimate. Total scores do not have

a linear relationship with ability estimates. Rather, the When responses of a person are listed according to item

relationship is non-linear as shown in Figure 1. The total diculty, from lowest to highest, the most likely pattern

score is shown on the vertical axis, while the correspond- is a Guttman pattern or vector; i.e. {1,1,...,1,0,0,0,...,0}.

ing person location estimate is shown on the horizontal However, while this pattern is the most probable given

axis. For the particular test on which the test character- the structure of the Rasch model, the model requires only

istic curve (TCC) shown in Figure 1 is based, the rela- probabilistic Guttman response patterns; that is, patterns

tionship is approximately linear throughout the range of which tend toward the Guttman pattern. It is unusual

total scores from about 10 to 33. The shape of the TCC is for responses to conform strictly to the pattern because

generally somewhat sigmoid as in this example. However, there are many possible patterns. It is unnecessary for re-

the precise relationship between total scores and person sponses to conform strictly to the pattern in order for data

location estimates depends on the distribution of items on to t the Rasch model.

the test. The TCC is steeper in ranges on the continuum

in which there are a number of items, such as in the range

on either side of 0 in Figures 1 and 2.

In applying the Rasch model, item locations are often

scaled rst, based on methods such as those described be-

low. This part of the process of scaling is often referred

to as item calibration. In educational tests, the smaller the

proportion of correct responses, the higher the diculty

of an item and hence the higher the items scale location.

Once item locations are scaled, the person locations are Figure 3: ICCs for a number of items. ICCs are coloured to high-

measured on the scale. As a result, person and item lo- light the change in the probability of a successful response for a

cations are estimated on a single scale as shown in Figure person with ability location at the vertical line. The person is

2. likely to respond correctly to the easiest items (with locations to

the left and higher curves) and unlikely to respond correctly to

dicult items (locations to the right and lower curves).

1.3 Interpreting scale locations

Each ability estimate has an associated standard error of

For dichotomous data such as right/wrong answers, by measurement, which quanties the degree of uncertainty

denition, the location of an item on a scale corresponds associated with the ability estimate. Item estimates also

with the person location at which there is a 0.5 probabil- have standard errors. Generally, the standard errors of

ity of a correct response to the question. In general, the item estimates are considerably smaller than the standard

probability of a person responding correctly to a question errors of person estimates because there are usually more

with diculty lower than that persons location is greater response data for an item than for a person. That is,

than 0.5, while the probability of responding correctly to the number of people attempting a given item is usually

2.1 Invariant comparison and suciency 3

greater than the number of items attempted by a given from physics and, consequently, did not invoke any

person. Standard errors of person estimates are smaller assumptions about the distribution of levels of a trait

where the slope of the ICC is steeper, which is gener- in a population.

ally through the middle range of scores on a test. Thus,

there is greater precision in this range since the steeper the 3. Raschs approach explicitly recognizes that it is a sci-

slope, the greater the distinction between any two points entic hypothesis that a given trait is both quantita-

on the line. tive and measurable, as operationalized in a partic-

ular experimental context.

Statistical and graphical tests are used to evaluate the cor-

respondence of data with the model. Certain tests are Thus, congruent with the perspective articulated by

global, while others focus on specic items or people. Thomas Kuhn in his 1961 paper The function of mea-

Certain tests of t provide information about which items surement in modern physical science, measurement was

can be used to increase the reliability of a test by omitting

regarded both as being founded in theory, and as being

or correcting problems with poor items. In Rasch Mea- instrumental to detecting quantitative anomalies incon-

surement the person separation index is used instead of gruent with hypotheses related to a broader theoretical

reliability indices. However, the person separation index framework.[10] This perspective is in contrast to that gen-

is analogous to a reliability index. The separation index iserally prevailing in the social sciences, in which data such

a summary of the genuine separation as a ratio to separa- as test scores are directly treated as measurements with-

tion including measurement error. As mentioned earlier, out requiring a theoretical foundation for measurement.

the level of measurement error is not uniform across the Although this contrast exists, Raschs perspective is ac-

range of a test, but is generally larger for more extreme tually complementary to the use of statistical analysis or

scores (low and high). modelling that requires interval-level measurements, be-

cause the purpose of applying a Rasch model is to ob-

tain such measurements. Applications of Rasch mod-

2 Features of the Rasch model els are described in a wide variety of sources, including

Alagumalai, Curtis & Hungi (2005), Bezruczko (2005),

The class of models is named after Georg Rasch, a Bond & Fox (2007), Fisher & Wright (1994), Masters &

Danish mathematician and statistician who advanced the Keeves (1999), and the Journal of Applied Measurement.

epistemological case for the models based on their con-

gruence with a core requirement of measurement in

2.1 Invariant comparison and suciency

physics; namely the requirement of invariant compari-

[1]

son. This is the dening feature of the class of models,

The Rasch model for dichotomous data is often regarded

as is elaborated upon in the following section. The Rasch

as an item response theory (IRT) model with one item

model for dichotomous data has a close conceptual re-

parameter. However, rather than being a particular IRT

lationship to the law of comparative judgment (LCJ), a

model, proponents of the model[11] regard it as a model

model formulated and used extensively by L. L. Thur-

that possesses a property which distinguishes it from other

stone,[7][8] and therefore also to the Thurstone scale.[9]

IRT models. Specically, the dening property of Rasch

Prior to introducing the measurement model he is best models is their formal or mathematical embodiment of the

known for, Rasch had applied the Poisson distribution principle of invariant comparison. Rasch summarised the

to reading data as a measurement model, hypothesizing principle of invariant comparison as follows:

that in the relevant empirical context, the number of er-

rors made by a given individual was governed by the ra- The comparison between two stimuli should

tio of the text diculty to the persons reading ability. be independent of which particular individu-

Rasch referred to this model as the multiplicative Poisson als were instrumental for the comparison; and

model. Raschs model for dichotomous data i.e. where it should also be independent of which other

responses are classiable into two categories is his most stimuli within the considered class were or

widely known and used model, and is the main focus here. might also have been compared.

This model has the form of a simple logistic function.

The brief outline above highlights certain distinctive and Symmetrically, a comparison between two in-

interrelated features of Raschs perspective on social dividuals should be independent of which par-

measurement, which are as follows: ticular stimuli within the class considered were

instrumental for the comparison; and it should

also be independent of which other individu-

1. He was concerned principally with the measurement

als were also compared, on the same or some

of individuals, rather than with distributions among

other occasion.[12]

populations.

2. He was concerned with establishing a basis for meet- Rasch models embody this principle because their for-

ing a priori requirements for measurement deduced mal structure permits algebraic separation of the person

4 3 THE MATHEMATICAL FORM OF THE RASCH MODEL FOR DICHOTOMOUS DATA

and item parameters, in the sense that the person param- upon interaction between the relevant person and assess-

eter can be eliminated during the process of statistical ment item. It is readily shown that the log odds, or logit,

estimation of item parameters. This result is achieved of correct response by a person to an item, based on the

through the use of conditional maximum likelihood esti- model, is equal to n i . Given two examinees with

mation, in which the response space is partitioned accord- the same ability parameters 1 and 2 and an arbitrary

ing to person total scores. The consequence is that the item with diculty i , compute the dierence in logits

raw score for an item or person is the sucient statistic for these two examinees by (1 i ) (2 i ) . This

for the item or person parameter. That is to say, the per- dierence becomes 1 2 . Conversely, it can be shown

son total score contains all information available within that the log odds of a correct response by the same per-

the specied context about the individual, and the item son to one item, conditional on a correct response to one

total score contains all information with respect to item, of two items, is equal to the dierence between the item

with regard to the relevant latent trait. The Rasch model locations. For example,

requires a specic structure in the response data, namely

a probabilistic Guttman structure.

In somewhat more familiar terms, Rasch models provide log-odds{Xn1 = 1 | rn = 1} = 2 1 ,

a basis and justication for obtaining person locations where rn is the total score of person n over the two items,

on a continuum from total scores on assessments. Al- which implies a correct response to one or other of the

though it is not uncommon to treat total scores directly items.[1][13][14] Hence, the conditional log odds does not

as measurements, they are actually counts of discrete involve the person parameter n , which can therefore

observations rather than measurements. Each observa- be eliminated by conditioning on the total score rn = 1

tion represents the observable outcome of a comparison . That is, by partitioning the responses according to

between a person and item. Such outcomes are directly raw scores and calculating the log odds of a correct re-

analogous to the observation of the rotation of a balance sponse, an estimate 2 1 is obtained without involve-

scale in one direction or another. This observation would ment of n . More generally, a number of item param-

indicate that one or other object has a greater mass, but eters can be estimated iteratively through application of

counts of such observations cannot be treated directly as a process such as Conditional Maximum Likelihood es-

measurements. timation (see Rasch model estimation). While more in-

Rasch pointed out that the principle of invariant compar- volved, the same fundamental principle applies in such

ison is characteristic of measurement in physics using, by estimations.

way of example, a two-way experimental frame of refer-

ence in which each instrument exerts a mechanical force

upon solid bodies to produce acceleration. Rasch[1]:1123

stated of this context: Generally: If for any two objects

we nd a certain ratio of their accelerations produced

by one instrument, then the same ratio will be found for

any other of the instruments. It is readily shown that

Newtons second law entails that such ratios are inversely

proportional to the ratios of the masses of the bodies.

Figure 4: ICC for the Rasch model showing the comparison be-

tween observed and expected proportions correct for ve Class

3 The mathematical form of the Intervals of persons

Rasch model for dichotomous

The ICC of the Rasch model for dichotomous data is

data shown in Figure 4. The grey line maps a person with a

location of approximately 0.2 on the latent continuum, to

Let Xni = x {0, 1} be a dichotomous random variable the probability of the discrete outcome Xni = 1 for items

where, for example, x = 1 denotes a correct response and with dierent locations on the latent continuum. The lo-

x = 0 an incorrect response to a given assessment item. cation of an item is, by denition, that location at which

In the Rasch model for dichotomous data, the probability the probability that Xni = 1 is equal to 0.5. In gure

of the outcome Xni = 1 is given by: 4, the black circles represent the actual or observed pro-

portions of persons within Class Intervals for which the

outcome was observed. For example, in the case of an

en i

Pr{Xni = 1} = , assessment item used in the context of educational psy-

1 + en i chology, these could represent the proportions of persons

where n is the ability of person n and i is the diculty who answered the item correctly. Persons are ordered

of item i . Thus, in the case of a dichotomous attain- by the estimates of their locations on the latent contin-

ment item, Pr{Xni = 1} is the probability of success uum and classied into Class Intervals on this basis in

5

order to graphically inspect the accordance of observa- stralen, 1995; Verhelst & Glas, 1995). In OPLM, the

tions with the model. There is a close conformity of the values of the discrimination index are restricted to be-

data with the model. In addition to graphical inspection tween 1 and 15. A limitation of this approach is that in

of data, a range of statistical tests of t are used to eval- practice, values of discrimination indexes must be preset

uate whether departures of observations from the model as a starting point. This means some type of estimation

can be attributed to random eects alone, as required, or of discrimination is involved when the purpose is to avoid

whether there are systematic departures from the model. doing so.

The Rasch model for dichotomous data inherently en-

tails a single discrimination parameter which, as noted

4 The polytomous form of the by Rasch,[1]:121 constitutes an arbitrary choice of the unit

Rasch model in terms of which magnitudes of the latent trait are ex-

pressed or estimated. However, the Rasch model requires

that the discrimination is uniform across interactions be-

Main article: Polytomous Rasch model tween persons and items within a specied frame of ref-

erence (i.e. the assessment context given conditions for

The polytomous Rasch model, which is a generalisation assessment).

of the dichotomous model, can be applied in contexts Application of the models provides diagnostic informa-

in which successive integer scores represent categories tion regarding how well the criterion is met. Application

of increasing level or magnitude of a latent trait, such of the models can also provide information about how

as increasing ability, motor function, endorsement of a well items or questions on assessments work to measure

statement, and so forth. The Polytomous response model the ability or trait. Prominent advocates of Rasch mod-

is, for example, applicable to the use of Likert scales, els include Benjamin Drake Wright, David Andrich and

grading in educational assessment, and scoring of perfor- Erling Andersen.

mances by judges.

Mokken scale

A criticism of the Rasch model is that it is overly restric-

tive or prescriptive because it does not permit each item to Guttman scale

have a dierent discrimination. A criticism specic to the

use of multiple choice items in educational assessment is

that there is no provision in the model for guessing be-

cause the left asymptote always approaches a zero prob- 7 Further reading

ability in the Rasch model. These variations are avail-

able in models such as the two and three parameter logis- Alagumalai, S., Curtis, D.D. & Hungi, N. (2005).

tic models.[15] However, the specication of uniform dis- Applied Rasch Measurement: A book of exemplars.

crimination and zero left asymptote are necessary prop- Springer-Kluwer.

erties of the model in order to sustain suciency of the

simple, unweighted raw score. Andrich, D. (1978a). A rating formulation for or-

dered response categories. Psychometrika, 43, 357

Verhelst & Glas (1995) derive Conditional Maximum

74.

Likelihood (CML) equations for a model they refer to as

the One Parameter Logistic Model (OPLM). In algebraic

Andrich, D. (1988). Rasch models for measurement.

form it appears to be identical with the 2PL model, but

Beverly Hills: Sage Publications.

OPLM contains preset discrimination indexes rather than

2PLs estimated discrimination parameters. As noted by Andrich, D. (2004). Controversy and the Rasch

these authors, though, the problem one faces in estima- model: a characteristic of incompatible paradigms?

tion with estimated discrimination parameters is that the Medical Care, 42, 116.

discriminations are unknown, meaning that the weighted

raw score is not a mere statistic, and hence it is impos- Baker, F. (2001). The Basics of Item Response The-

sible to use CML as an estimation method (Verhelst & ory. ERIC Clearinghouse on Assessment and Eval-

Glas, 1995, p. 217). That is, suciency of the weighted uation, University of Maryland, College Park, MD.

score in the 2PL cannot be used according to the way Available free with software included from IRT at

in which a sucient statistic is dened. If the weights are Edres.org

imputed instead of being estimated, as in OPLM, condi-

tional estimation is possible and some of the properties Bezruczko, N. (Ed.). (2005). Rasch measurement in

of the Rasch model are retained (Verhelst, Glas & Ver- health sciences. Maple Grove, MN: JAM Press.

6 8 REFERENCES

Bond, T.G. & Fox, C.M. (2007). Applying the Rasch Wright, B. D. (1999). Fundamental measurement

Model: Fundamental measurement in the human sci- for psychology. In S. E. Embretson & S. L. Hersh-

ences. 2nd Edn (includes Rasch software on CD- berger (Eds.), The new rules of measurement: What

ROM). Lawrence Erlbaum. every educator and psychologist should know (pp.

65104. Hillsdale, New Jersey: Lawrence Erlbaum

Fischer, G.H. & Molenaar, I.W. (1995). Rasch Associates.

models: foundations, recent developments and appli-

cations. New York: Springer-Verlag. Wright, B.D., & Stone, M.H. (1979). Best Test De-

sign. Chicago, IL: MESA Press.

Fisher, W. P., Jr., & Wright, B. D. (Eds.). (1994).

Applications of probabilistic conjoint measure- Wu, M. & Adams, R. (2007). Applying the

ment. International Journal of Educational Re- Rasch model to psycho-social measurement: A prac-

search, 21(6), 557-664. tical approach. Melbourne, Australia: Educa-

Goldstein H & Blinkhorn.S (1977). Monitoring tional Measurement Solutions. Available free from

Educational Standards: an inappropriate model. . Educational Measurement Solutions

Bull.Br.Psychol.Soc. 30 309311

Goldstein H & Blinkhorn.S (1982). The Rasch 8 References

Model Still Does Not Fit. . BERJ 82 167170.

Hambleton RK, Jones RW. Comparison of classi- [1] Rasch, G. (1960/1980). Probabilistic models for some

cal test theory and item response, Educational Mea- intelligence and attainment tests.(Copenhagen, Danish

surement: Issues and Practice 1993; 12(3):3847. Institute for Educational Research), expanded edition

available in the ITEMS Series from the National (1980) with foreword and afterword by B.D. Wright.

Chicago: The University of Chicago Press.

Council on Measurement in Education

Harris D. Comparison of 1-, 2-, and 3-parameter [2] Bezruczko, N. (2005). Rasch measurement in health sci-

ences. Maple Grove, MN: Jam Press.

IRT models. Educational Measurement: Issues and

Practice;. 1989; 8: 3541 available in the ITEMS [3] Bechtel, G. G. (1985). Generalizing the Rasch model for

Series from the National Council on Measurement consumer rating scales. Marketing Science, 4(1), 62-73.

in Education

[4] Wright, B. D. (1977). Solving measurement problems

Kuhn, T.S. (1961). The function of measurement with the Rasch model. Journal of Educational Measure-

in modern physical science. ISIS, 52, 161193. ment, 14(2), 97-116.

JSTOR

[5] Linacre J.M. (2005). Rasch dichotomous model vs. One-

Linacre, J. M. (1999). Understanding Rasch mea- parameter Logistic Model. Rasch Measurement Transac-

surement: Estimation methods for Rasch mea- tions, 19:3, 1032

sures. Journal of Outcome Measurement 3 (4):

382405. [6] Rasch, G. (1977). On Specic Objectivity: An attempt at

formalizing the request for generality and validity of sci-

Masters, G. N., & Keeves, J. P. (Eds.). (1999). Ad- entic statements. The Danish Yearbook of Philosophy,

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[7] Thurstone, L. L. (1927). A law of comparative judgment.

Verhelst, N.D. and Glas, C.A.W. (1995). The one Psychological review, 34(4), 273.

parameter logistic model. In G.H. Fischer and I.W.

[8] Thurstone and sensory scaling: Then and now. (1994).

Molenaar (Eds.), Rasch Models: Foundations, re-

Thurstone and sensory scaling: Then and now. Psycholog-

cent developments, and applications (pp. 215238). ical Review, 101(2), 271277. doi:10.1037/0033-295X.

New York: Springer Verlag. 101.2.271

Verhelst, N.D., Glas, C.A.W. and Verstralen, [9] Andrich, D. (1978b). Relationships between the Thur-

H.H.F.M. (1995). One parameter logistic model stone and Rasch approaches to item scaling. Applied Psy-

(OPLM). Arnhem: CITO. chological Measurement, 2, 449460.

von Davier, M., & Carstensen, C. H. (2007). Multi- [10] Kuhn, Thomas S. The function of measurement in mod-

variate and Mixture Distribution Rasch Models: Ex- ern physical science. Isis (1961): 161-193.

tensions and Applications. New York: Springer.

[11] Bond, T.G. & Fox, C.M. (2007). Applying the

Wright, B. D. (1984). Despair and hope for educa- Rasch Model: Fundamental measurement in the hu-

tional measurement. Contemporary Education Re- man sciences. 2nd Edn (includes Rasch software on

view, 3(1), 281-288 . CD-ROM). Lawrence Erlbaum. Page 265

7

measurement in psychology, pp. 321334 in Proceedings

of the Fourth Berkeley Symposium on Mathematical Statis-

tics and Probability, IV. Berkeley, California: University

of California Press. Available free from Project Euclid

models, Psychometrika, 42, 6981.

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Psychometrika, 75(2), 292-308.

use in inferring an examinees ability. In Lord, F.M.

& Novick, M.R. (Eds.), Statistical theories of mental test

scores. Reading, MA: AddisonWesley.

9 External links

Institute for Objective Measurement Online Rasch

Resources

tion about Rasch models

Journal of Outcome Measurement (all issues avail-

able for free downloading)

Berkeley Evaluation & Assessment Research Center

(ConstructMap software)

Directory of Rasch Software freeware and paid

National Council on Measurement in Education

(NCME)

Rasch analysis

The Standards for Educational and Psychological

Testing

The Trouble with Rasch

8 10 TEXT AND IMAGE SOURCES, CONTRIBUTORS, AND LICENSES

10.1 Text

Rasch model Source: https://en.wikipedia.org/wiki/Rasch_model?oldid=675260410 Contributors: Mjb, Michael Hardy, Egil, Den fjt-

trade ankan~enwiki, Amead, Niteowlneils, Jeremykemp, Bender235, RoyBoy, Ricky81682, Btyner, Mathbot, Physchim62, The Rambling

Man, Nesbit, Salsb, Sanguinity, Holon, Crasshopper, Laminado, Johndburger, C mon, A bit iy, SmackBot, Commander Keane bot, Hon-

gooi, Wissons, RichardF, CmdrObot, CBM, D4g0thur, OrenBochman, Mack2, Zapp645, Hubbardaie, Tonyfaull, JaGa, Gjhernandezp,

Robroot, TinJack, DavidMorgan1950, Mangotree, Cycologist, StAnselm, Melcombe, ClueBot, Winsteps, SchreiberBike, Addbot, Yobot,

AnomieBOT, Pmetric, H2otto, Shadowjams, FrescoBot, Klmackenzie, WeijiBaikeBianji, WPFisherJr, Wholehearted, MathewTownsend,

Mark viking, Dti21, Akorpak and Anonymous: 41

10.2 Images

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inal artist: ?

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artist: ?

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