Developing a Framework for Assessing Transformative Competencies of Junior High School Students Through Construct Modelling Approach

Abstract

This research is designed to develop a comprehensive assessment framework to study junior high school students’ transformative competencies in three dimensions: creating new value, reconciling tensions and dilemmas, and taking responsibility. Researchers developed and verified the quality of the assessment framework among the 120 junior high school students purposively selected from four schools in the northeastern and central regions of Thailand as the test-takers. The project is segmented into four phases: creation of the construct map, item design, outcome space, and Wright map. The framework’s efficacy is analyzed using the Rasch model and the Maximum Likelihood Estimation method. Validity is rigorously evaluated through empirical evidence derived from the Wright map and cognitive interviews. Reliability is assessed via the standard error of measurement, test information function, expected-a-posteriori reliability, and Infit Mean Square value. Key findings included the development of a five-level construct map and the formulation of scaled open-ended questions based on the test takers’ responses. A cut-off point is determined by dividing the threshold level by the number of tests at corresponding levels, adhering to Wright map criteria for each dimension. Subsequent item analysis and modeling confirmed the internal structure’s validity and reliability. This framework equips them with skills to navigate and effectively address complex real-world challenges, enhancing targeted educational strategies, promoting superior learning outcomes, and preparing students for advanced academic and professional environments.