Rasch Measurement Validation of an Assessment Tool for Measuring Students’ Creative Problem-Solving through the Use of ICT

Abstract

Despite increasing recognition of the importance of creative problem solving (CPS) through the use of ICT in independent curriculum education, there is a lack of comprehensive psychometric validation for CPS assessment instruments. This study aimed to develop and evaluate an assessment instrument to measure CPS through the use of ICT students using the Rasch model. A total of 137 higher education students participated as respondents. The findings of the analysis of the Rasch model indicated a good fit between the assessment items and individual students. The items demonstrated adequate fit with the Rasch model, allowing for differentiation of difficulty levels among different items and exhibiting a satisfactory level of reliability. The Wright map analysis revealed patterns of interaction between the items and individuals, effectively discriminating between varying levels of student abilities. In particular, an item showed DIF based on gender, which favours male students in terms of their response abilities. Furthermore, the study identified that female students in the fourth semester exhibited higher average response abilities compared to female students in the sixth and eighth semesters. Furthermore, significant differences in response abilities were observed between male and female students, as well as between students who resides in urban and rural areas. These findings are crucial for educators, emphasising the need to implement effective differentiation strategies.

Keywords

• Creative problem solving
• education
• gender
• psychometric
• Rasch measurement
• ICT