Refining the Core Competency Scale for University Students: A Graded Response Model Approach

• In Event: Measuring What Matters: Challenges and Opportunities in Assessing Critical Thinking

Abstract

The present study aims to shorten the core competency scale for university students using the Graded Response Model (GRM), ensuring that the retained items provide optimal information and preserve the integrity of the original construct. This refined version is expected to facilitate more efficient and accurate assessments in both research and institutional practice. By enhancing measurement precision while maintaining construct validity, the refined scale aims to support more efficient, scalable, and informative assessments of student competencies in both research and institutional practice, and the refined instrument is expected to support more efficient and scalable assessment practices, ultimately contributing to enhanced evaluation and development of student competencies in higher education.

Authors

• Yewon Kim, Ewha Womans University

• Junseo Kim, Korea University

• John Jongho Park, Pennsylvania State University

• Mihee Park, Auburn University