Validation of authentic performance assessment: A process suited for Rasch modeling

Terrence R. Jackson, Jo Laine R. Draugalis, Marion K. Slack, Woodie M. Zachry, Jerome D'Agostino

Research output: Contribution to journalArticlepeer-review

39 Scopus citations


An evaluation was conducted in order to develop, test, and validate a method for assessing critical thinking learning outcomes as related to scientific literature evaluation in a PharmD program. A 25-item authentic assessment was created using recommended guidelines and Bloom's hierarchical taxonomy. Construct and content validity were supported using classical test theory and Rasch modeling. A primer on using Rasch analysis is provided in conjunction with the specific results. Rasch analysis demonstrated good INFIT and OUTFIT statistics, with item difficulty ranging from -1.90 to 2.46 logits for 23 items. The KR20 for the assessment was 0.41 and item point-biserial correlations ranged from -0.05 to 0.25. Rasch modeling techniques provided information to evaluate individual item contributions not discerned by standard techniques such as KR20 or point-biserial correlations. This research supports the practical application of this type of authentic assessment and provides evidence for construct and content validity in measuring student performance.

Original languageEnglish (US)
Pages (from-to)233-243
Number of pages11
JournalAmerican journal of pharmaceutical education
Issue number3
StatePublished - 2002

ASJC Scopus subject areas

  • Education
  • General Pharmacology, Toxicology and Pharmaceutics


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