Abstract
Problem solving, which is an important skill for mathematics, has long been recognized as the focus of the curriculum. This study focuses on both the systematic of problem solving and the use of strategies for different solutions, so aim of this study was to examine gifted middle school students' mathematical problem-solving skills via multi-facet Rasch analysis. For this purpose, data were collected via 12 non-routine mathematical open-ended problems from a total of 276 students who attend Science and Art Centers. The data were scored by two independent researchers according to the criteria in the range of 1-5 points per problem. In the study, it was seen that Grader 1 behaved more tolerant than Grader 2 in terms of evaluation for all problems except 6th problem. In addition, the most difficult and the easiest problems were differed between graders. From the findings of the study, it can be said that even if the evaluation criteria were clearly defined the difference between graders was not resolved. It can be suggested that to take necessary precautions for making vital decisions in all grade levels via teacher made tests and to use more than one grader instead of just one grader for evaluation.
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