Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-grade Mathematical Problem-solving Assessment Outcomes

Document Type

Article

Abstract

Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6). After being scored both ways, Rasch dichotomous and partial credit analyses indicated similarly strong psychometric findings across models. Student outcome measures on the PSM6, scored both dichotomously and with partial credit, demonstrated strong, positive, significant correlation. Similar demographic patterns were noted regardless of scoring method. Both scoring methods produced similar results, suggesting that either would be appropriate to use with the PSM6.

Publication Date

2023

Publication Title

School of Science and Mathematics

Publisher

Wiley

DOI

https://doi.org/10.1111/ssm.12570

Volume

123

Issue

2

Start Page No.

54

End Page No.

67

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