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

Session Type: Paper Session

Abstract

This session brings together three studies that advance understanding of educational measurement and validation across diverse contexts. The first paper investigates the psychometric quality of single-item measures in integrated STEM education, balancing efficiency and validity in large-scale assessments. The second presents an item response theory analysis of the ACES-2 Reading Scale, providing evidence of reliability, validity, and fairness in assessing academic competence. The third examines measurement invariance of an academic self-concept scale across sex and grade levels among gifted students, ensuring equitable interpretation across groups. Collectively, these studies offer methodological insights, spanning concise indicators to multidimensional constructs, for researchers committed to strengthening the validity and interpretability of educational assessments.

Sub Unit

• SIG-Test Validity Research and Evaluation

Chair

• Yuxi Qiu, Florida International University

Papers

• Developing and Investigation the Use of Single-Item Measures in Integrated STEM Education - Carina Spreitzer, University of Klagenfurt; Florian H. Mueller, University of Klagenfurt

• Psychometric Analysis of the ACES-2 Reading Scale - Student Edition - Jie Ni, The Pennsylvania State University; Pui-Wa Lei, Pennsylvania State University; James Clyde Diperna, Pennsylvania State University

• Measurement Invariance of an Academic Self-Concept Scale - Nilay Gunel, Baylor University; Todd Kettler, Baylor University; Tara Toft, Regional Center for Arts and Academic Studies; cole sussman, Baylor University

Session Organizer

• Yi-Fang Wu, Cambium Assessment

Discussant

• Youn Seon Lim, University of Cincinnati