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

Christina Hamme Peterson, Karen L. Gischlar, N. Andrew Peterson

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)17-32
Number of pages16
JournalJournal for Specialists in Group Work
Volume42
Issue number1
DOIs
StatePublished - Jan 2 2017

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology

Keywords

  • Classical test theory
  • Formative
  • Group measurement
  • Rasch
  • Reflective
  • Test construction
  • Test items

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