The current study examined and compared the use of Rasch measurement, common factor analysis (EFA), and confirmatory factor analysis (CFA) in establishing construct validity evidence based on internal structure with multi-item scales measuring middle and secondary students' achievement goal orientation and academic self-efficacy. 1054 complete responses were received to 18 items measuring mastery, performance-approach, performance-avoidance, and self-efficacy. Items in each subscale were first analyzed by each method as a unidimensional unit. Items were then analyzed by each method as a multidimensional unit. Results showed that when scales were analyzed individually, all three methods corroborated unidimensionality; however, when all items were analyzed together, the multi-factor model identified through EFA was not supported by the Rasch or CFA analysis. While EFA provided the best information about individual item functioning, Rasch provided important, additional information about rating scale functioning and item fit that helps diagnose poorly performing items. Results also support the use of EFA in evaluating the suitability of a scale for meeting the unidimensionality requirement of item response models. While the mastery and efficacy scales performed in a manner consistent with the motivation literature, the approach and avoidance subscales did not. Conclusions from the study include the need for better explication of conjoint use of classical and modern test theory methods in instrument development, more exposure of current and future researchers to the foundations of measurement theory, and more research about the saliency of measuring performance-avoidance.

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Increasing demands for accountability from both the public and the government have resulted in increasing pressure for higher education professionals to use data to support their choices. There is significant speculation that professionals at all levels of education lack the knowledge to implement data-driven decision making. However, empirical studies regarding whether or not professionals at four-year postsecondary institutions are utilizing data to guide programmatic and policy decisions are lacking. The purpose of this exploratory study was to explore the knowledge and habits of undergraduate admission professionals at four-year colleges and universities regarding their use of data in decision making. A survey instrument was disseminated and, the data collected from the instrument provided empirical information, which serves as the basis for a discussion about what specific knowledge admission professionals at four-year institutions possess and how they use data in their decision making. The instrument disseminated was designed specifically for this study. Therefore, before the research questions were addressed, Rasch analysis was utilized to evaluate the validity and reliability of the survey instrument. Data was then used to determine that undergraduate admission professionals perceived themselves as using data in their decision making. The results also indicated admission professionals feel confident in their ability to interpret and use data to in their decision making.

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