Domain-general and domain-specific developmental assessments: do they measure the same thing?

Reasoning and self-awareness from adolescence to middle age: Organization and development as a function of education

“…Under this model of development, critical, relativistic, and dialectical thought (Basseches, 1984;King & Kitchener, 1994;Labouvie-Vief, 1992;Riegel, 1973;Sinnott, 1989) refer to the orientation of the thinking of the mature adult. Systematic and metasystematic thought (Commons, Richards, & Kuhn, 1982;Dawson & Wilson, 2003;Kohlberg, 1984) refer to the integrative and constructive capabilities of this thinking, because they enable the thinker to bring variables and components together into systems, to compare the systems across contexts and domains, and reflect on them.…”

A Stage Is a Stage Is a Stage: A Direct Comparison of Two Scoring Systems

“…In a third study, Dawson, Xie, and Wilson (2003) conducted a multidimensional partial credit Rasch analysis of the relationship between scores obtained with the Standard Issue Scoring System and scores obtained with the Hierarchical Complexity Scoring System on 378 moral judgment interviews from respondents aged 5 to 85 years. They found a correlation of .92 between scores awarded with the two scoring systems, which suggested that those two systems assessed the same dimension of performance, though the Hierarchical Complexity Scoring System appeared to be somewhat easier (i.e., award somewhat higher scores) than the Standard Issue Scoring System, particularly at the lower complexity orders.…”

Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development

“…It also produces linear measures, gives estimates of precision, allows the calculation of quality of fit indexes and enables the parameters' separation of the object being measured and of the measurement instrument (Panayides, Robinson & Tymms, 2010). Rasch modeling enables the reduction of all items of a test into a common developmental scale (Demetriou & Kyriakides, 2006), collapsing in the same latent dimension person's abilities and item's difficulty (Bond & Fox, 2001;Embreston & Reise, 2000;Glas, 2007), as well as enables verification of the hierarchical sequences of both item and person, which is especially relevant to developmental stage identification (Golino et al, 2014;Dawson, Xie & Wilson, 2003).…”