An Application of Generalizability Theory and Many-Facet Rasch Measurement Using a Complex Problem-Solving Skills Assessment

Bibliographic Data

ID20284407
AuthorsEverett V Smith (0000-0002-7795-4959, University of Illinois Chicago, corresponding author), Jonna M Kulikowich (0000-0002-9575-6577, Pennsylvania State University)
Year2004
Volume64
Issue4
Pages617-639
Publication date2004-08-01
Open AccessYes
TypeARTICLE
VenueEducational and Psychological Measurement (JOURNAL)
Journal identifiersISSN: 0013-1644 • E-ISSN: 1552-3888
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013164404263876
OpenAlexW2108177761
LanguageEN
Citations received4
References cited16

This study describes the use of generalizability theory (GT) and many-facet Rasch measurement (MFRM) to evaluate psychometric properties of responses obtained from an assessment designed to measure complex problem-solving skills. The assessment revolved around the school activity of kickball. The task required of each student was to decide on a team T-shirt based on visual characteristics of the T-shirts and written descriptions of other T-shirt characteristics. Forty-four fourth-grade students, comprising the control group of a longitudinal research project to foster complex problem-solving skills of disadvantaged urban youth, participated in this study. Results indicate both measurement techniques agree on the relative magnitudes of variation among the facets but differ on how to handle the sources of variation

Data mining · Developmental psychology · Disadvantaged · Facet (psychology) · Generalizability theory · Item response theory · Mathematics education · Measure (data warehouse) · Psychometrics · Rasch model · Task (project management) · Variation (astronomy) · Applied Psychology · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Cognitive Science and Mapping · Computer Science · Psychology · Social Psychology

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