Item Construction Using Reflective, Formative, or Rasch Measurement Models: Implications for Group Work

Abstract

Measures that accurately capture the phenomenon are critical to research and practice in group work. The vast majority of group-related measures were developed using the reflective measurement model rooted in classical test theory (CTT). Depending on the construct definition and the measure’s purpose, the reflective model may not always be the most appropriate. Two other models, Rasch and formative, present viable alternatives. In this article, we describe reflective, formative, and Rasch models using the examples of group conflict and group facilitation skills. We then provide practical guidelines for construct definition and item writing as they relate to each measurement model.

Keywords:

• classical test theory; formative; group measurement; Rasch; reflective; test construction; test items

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Correction to: Item Construction Using Reflective, Formative, or Rasch Measurement Models: Implications for Group Work

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Notes on contributors

Christina Hamme Peterson

Christina Hamme Peterson, Psy.D., and Karen L. Gischlar, Ph.D., are associate professors in the Department of Graduate Education, Leadership, and Counseling at Rider University. N. Andrew Peterson, Ph.D., is a professor in the School of Social Work at Rutgers University.

Karen L. Gischlar

Christina Hamme Peterson, Psy.D., and Karen L. Gischlar, Ph.D., are associate professors in the Department of Graduate Education, Leadership, and Counseling at Rider University. N. Andrew Peterson, Ph.D., is a professor in the School of Social Work at Rutgers University.

N. Andrew Peterson

Christina Hamme Peterson, Psy.D., and Karen L. Gischlar, Ph.D., are associate professors in the Department of Graduate Education, Leadership, and Counseling at Rider University. N. Andrew Peterson, Ph.D., is a professor in the School of Social Work at Rutgers University.