Developing and Investigation the Use of Single-Item Measures in Integrated STEM Education

• In Event: From Single-Item Indicators to Complex Constructs: Insights into Scale Development and Validation

Abstract

To address the need for scalable and valid assessments in integrated STEM (iSTEM) education, this study examines whether students' perceptions of iSTEM instruction can be reliably and validly captured using single-item formats. Based on a multidimensional iSTEM framework, it assesses test–retest reliability, convergent validity, and construct validity in a large-scale, longitudinal sample of over 3,000 Austrian middle school students from a national iSTEM pilot. Findings show moderate to strong correlations with multi-item scales and meaningful links to motivational-affective outcomes, though test–retest reliability remains limited. The results highlight both the potential and current limitations of single-item instruments and emphasize the need to balance psychometric quality with practical feasibility in large-scale STEM research.

Authors

• Carina Spreitzer, University of Klagenfurt

• Florian H. Mueller, University of Klagenfurt