Unveiling Psychometric Excellence: Revalidating the Integrity of an Advanced Collaborative Problem-Solving Assessment Instrument

Abstract

The present study aimed to revalidate the psychometric properties of an advanced Collaborative Problem-Solving (CPS) assessment instrument based on the Programme for International Student Assessment (PISA 2015) framework. The instrument, named XANDAR, was developed to assess collaborative problem-solving skills among Grade 8 students with emphasis on cognitive and interactive dimensions of collaboration. A sample of 350 Grade 8 students was selected for the validation of the instrument. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy yielded a value of 0.83, indicating meritorious sampling adequacy, while Bartlett’s Test of Sphericity was significant. Confirmatory factor analysis (CFA) was conducted to examine the instrument's underlying structure, and factor loadings for all 12 items ranged from 0.57 to 0.78, supporting the instrument's construct validity. Item analysis was conducted using difficulty and discrimination indices to evaluate item performance. The difficulty indices ranged from 0.56 to 0.65, while discrimination indices ranged from   to , indicating acceptable item functioning. Internal consistency was established through Cronbach’s alpha, which yielded a value of 0.86, indicating good reliability. The results indicate that the XANDAR CPS assessment instrument possesses satisfactory psychometric properties and is appropriate for assessing collaborative problem-solving skills among Grade 8 students.