本研究旨在驗證科學想像力理論模式（the Scientific Imagination Model；鄭英耀、林煥祥，2013；Wang, Ho, & Cheng, 2013）並調查台灣教師科學想像力現況。研究對象為高屏地區國中小學教師，共回收1765份有效問卷，作為驗證量表之樣本，其中523份作為教師科學想像力現況分析之樣本。研究工具由教師科學想像力量表（Ho, Wang, Cheng, & Cheng, 2012）、研究者改編擁有度與重要度之雙向度教師科學想像力量表、一般性自我效能量表與Runco創意行為量表等，組合為A、B、C、D四種問卷進行資料蒐集。資料分析方式採多向度Rasch模式分析、描述統計、t考驗與單因子多變量變異數分析，針對量表信效度、背景變項、擁有度與重要度等進行分析。研究結果顯示，經Rasch分析刪除不適配之題目後，教師科學想像力量表各向度間模式資料適配度良好、無明顯的差異試題功能，且本研究亦提供教師想像力量表的各種效度證據，結果符合教師科學想像力理論模式之內涵。教師科學想像力量表與一般性自我效能量表、Runco創意行為量表之相關係數為 .21- .83之間。教師科學想像力擁有度與重要性之交叉分析結果顯示，個人特質向度上，教師認為重要且已擁有之特質為「盡力克服困難」、「涉獵不同領域資訊」、「想知道為什麼」、「善於發現小細節」、「想嘗試未曾做過的事」、「體認東西會有很多用途」、「樂於其中忘卻時間」。而教師認為重要卻擁有程度不高的特質包含「觀察周遭的環境」、「全力以赴」、「努力尋求工作中的樂趣」。心智想像向度上，教師認為重要且已擁有之特質為「想像大致輪廓」、「想像詳細形狀」。教師認為重要卻擁有程度不高的特質則為「結合無關係的物品」。周遭環境向度上，教師認為在環境中重要且已擁有之影響因素為「和不同領域的人互動」、「參與非我專長領域的活動」、「外出旅遊」、「學校的資源」。然在重要影響因素卻擁有程度不高的為「學校氣氛」與「科學有關的活動」。此外，性別、是否為自然科教師在教師科學想像力量表總分上無顯著差異，是否有指導學生參加科學競賽經驗與是否在科學競賽得獎經驗在教師科學想像力量表總分與各分向度得分上有顯著差異。最後，本研究依據研究果提出研究限制與對未來研究之建議。

The study aims to validate Teacher Scientific Imagination Scale (TSIS) developed based on the Scientific Imagination Model (Cheng & Lin, 2013; Wang, Ho, & Cheng, 2013) and to further investigate scientific imagination among elementary and junior high school teachers in Taiwan. Participants were 1765 elementary and high school teachers recruited from Kaohsiung City and Pingtun City. The Teacher Scientific Imagination Scale (TSIS), two-dimensional Teacher Scientific Imagination Scale (2-dimensional TSIS), General Self-Efficacy Scale (GSS) and Runco Ideational Behavior Scale (RIBS) were administered to the participants. Multiple dimensional Rasch techniques, descriptive statistic, t test and one way MANOVA were applied to assess model-data fit, provide the validity evidence of the TSIS, and the possession and value of TSIS were aligned on the interval logit scale to yield four quadrants. The results indicated that TSIS exhibited good model-data fit and met the content of the Scientific Imagination Model. All items had no significantly differential item functioning between genders and the study also provided multiple sources of validity evidence for TSIS. The correlations among TSIS, GSS and RIBS were .21-.83. In this study, we also conducted a cross-analysis on the scientific imagination characteristics possessed by teachers and valued by teachers. The analyses revealed that in terms of personal traits, the qualities valued and possessed by teachers were “trying hard to overcome barriers”, “exploring knowledge of different fields, “ eager to know why”, “meticulous to details”, “trying something new”, “finding different uses for an object”, and “fully immersed in imagination and lost track of time flow”. The characteristics which teachers rated important but still lacked were “observant to one’s surroundings”, “sparing no efforts”, “seeking pleasure in one’s work”. In terms of mental imagery, the qualities which subjects valued and already owned included “giving a sketchy outline for an object” and “imagining the shape of an object in details”. On the other hand, the characteristic which teachers valued but needed to cultivate was “finding links between irrelevant objects”. In terms of surroundings, conditions regarded as essential and existent by subjects included “interacting with people from different disciplines”, “gaining travel experiences”, “participating activities in unfamiliar areas” and “ receiving support and resources from schools”. The conditions which subjects valued but lacked were “openness atmosphere” and “participating science-related activities”. In addition, there were no significant differences in teacher scientific imagination across gender and teachers instructing different subjects. However, there were significant differences in teacher scientific imagination with respect to their experiences of participating scientific competitions and of winning scientific competition awards. Suggestions for further development and application of the study were discussed.

中文摘要+i
英文摘要+ii
第一章緒論+1
第一節研究背景+1
第二節研究目的+6
第三節研究問題+6
第二章文獻探討+7
第一節創造力與想像力+7
第二節科學想像力相關理論+13
第三節相關變項之探討+25
第三章研究方法+29
第一節研究對象+29
第二節研究工具+31
第三節資料分析+33
第四節研究流程與步驟+37
第四章研究結果與討論+39
第一節科學想像力量表信效度之檢驗+39
第二節教師科學想像力現況分析+55
第五章結論與建議+71
第一節結論+71
第二節未來建議+72
參考文獻+74
附錄一+85
附錄二+90
附錄三+95

王文中（2004）。Rasch 測量理論與其在教育和心理之應用。教育與心理研究，27（4），637-694。
王文中、鄭英耀（2000）。創造力發展量表之編製與試題反應分析。測驗學刊，47(1)，153-173。
王佳琪、鄭英耀、劉昆夏、何曉琪（2011）。以Rasch分析檢驗「多向度幽默感量. 表」之信效度。測驗學刊，58（4），691-713。
周進洋、韓承靜（1999）。心智表徵與創造思考。科學與教育學報，3，1-25。
林偉文（2006）。學校創意守門人對創意教學及創造力培育態度與教師創意教學之關係。教育學刊，27，69-92。
邱發忠、陳學志、林耀南、涂莉苹（2012）。想像力構念之初探。教育心理學報，44（2），389-410。
曹筱玥、林小慧（2012）。想像力量表之編製。教育科學研究期刊，57（4），1-37。
許育齡、張玉萱、葉禾田、張世熙、梁朝棟（2012）。內在心理如何促發想像？。資訊傳播研究，2（2），95-112。
許育齡、梁朝雲（2011）。影響設計領域學習者想像之學習心理因素探析。台中教育大學學報：人文藝術類，25（1），1-19。
許育齡、梁朝雲（2012）。探索想像力的意涵與特徵—探索性與驗證性因素分析之發現。教育心理學報，44（2），349-372。
陳玉樹、胡夢鯨（2008）。任務動機與組織創新氣候對成人教師創意教學表現之影響：階層線性模式分析。教育心理學報，40（2），179-198。
詹志禹（2002）。科學發現與知識成長：我們能從科學哲學當中學到什麼？。應用心理研究，155，105-127。
劉嘉茹、邱鴻麟（譯）（2007）。A. E. Lawson著。學習、發展和發現的神經學基礎：科學和數學教學的啟示（The Neurological Basis of Learning, Development and Discovery Implications for Science and Mathematics Instruction）。台北市：高等教育。
蔣國英（譯）（2007）。T.Lubart著。創意心理學（Psychologie de la Creativite）台北：遠流。
鄭昭明（1993）。認知心理學：理論與實踐。台北市：桂冠。
鄭英耀、王文中（2002）。影響科學競賽績優教師創意行為之因素。應用心理研究，15，163-189。
鄭英耀、林煥祥（2012）。未來教學的想像-科學想像力之模式驗證：課程發展與教學實驗。行政院國家科學委員會研究計畫期中進度報告（NSC 100-2511-S-110-007-MY2）。高雄：國立中山大學教育研究所。
鄭英耀、林煥祥（2013）。未來教學的想像-科學想像力之模式驗證：課程發展與教學實驗。行政院國家科學委員會研究計畫期末精簡進度報告（NSC 100-2511-S-110-007-MY2）。高雄：國立中山大學教育研究所。
鄭英耀、莊雪華（2010）。未來教學的想像-(子計畫二)科學發明的想像力（1/2）。行政院國家科學委員會研究計畫期中進度報告（NSC 98-2511-S-110-008-MY2）。高雄：國立中山大學教育研究所。
鄭英耀、莊雪華（2011）。未來教學的想像-(子計畫二)科學發明的想像力（2/2）。行政院國家科學委員會研究計畫期末精簡進度報告（NSC 98-2511-S-110-008-MY2）。台北：國家科學委員會。
蕭佳純（2011）。學生創造力影響因素之研究：三層次分析架構。特殊教育學報，33，151-178。
韓承靜、洪蘭、蔡介立（2008）。心、眼與世界的連結—從認知神經科學看知覺與心像的關係。科學教育月刊，308，16-23。
Amabile, T. M. (1988). A model of creativity and innovation in organizations.Research in Organizational Behavior, 10, 123-167.
Amabile, T. M. (1996). Creativity in Context: Update to the social psychology of creativity. Boulder, CO: Westview Press.
Amabile, T. M., Conti, R., Lazenby, J., & Herron, M. (1996).Assessing the work environment for creativity.Academy of Management Journal, 39(5), 1154-1184.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education [AERA, APA & NCME] (1999).Standards for educational and psychological testing. Washington, DC: The Authors.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.doi:10.1016/0146-6402(78)90002-4
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.doi:10.1207/s15326985ep2802_3
Batey, M., Chamorro-Premuzic, T. &Furnham, A. (2010). Individual differences in ideational behavior: Can the Big Five and Psychometric Intelligence predict creativity scores? Creativity Research Journal, 22(1), 90–97.doi:10.1080/10400410903579627
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2010). Individual differences in ideational behavior: Can the Big Five and psychometric intelligence predictcreativity scores? Creativity Research Journal, 22(1), 90-97.doi: 0.1080/10400410903579627
Batey, M., Furnham, A., & Safiullina, X. (2010).Intelligence, general knowledge and personality as predictors of creativity.Learning and Individual Differences, 20, 532-535.doi:10.1016/j.lindif.2010.04.008
Bomba, A. K., Moran, J. D., & Goble, C. B. (1991).Relationship between family style and creative potential of preschool children.Psychological Reports, 68(3), 1323-1326.doi:10.2466/pr0.1991.68.3c.1323
Chávez-Eakle, R. A., Eakle, A. J., & Cruz Fuentes, C. (2012).The multiple relations between creativity and personality.Creativity Research Journal, 24, 76-82.doi: 10.1080/10400419.2012.649233
Costa, P. T. &mCcRAE, R. R. (1986). Personality stability and its implications for clinical psychology.Clinical Psychology Review, 6, 407-423.doi: 10.1016/0272-7358(86)90029-2
Cropley, A. J. (2011). Definitions of Creativity. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity(Second Edition) (pp. 358-368). London, UK: Academic Press.
Csikszentmihalyi, M. (1996).Creativity: Flow and the psychology of discovery and invention. New York: Harper Perennial.
Csikszentmihalyi, M. (1999).Implications of a systems perspective for the study of creativity.In R. J. Sternberg (Ed.), Handbook of creativity, 313-338, New York: Cambridge University Press.
Eckhoff, A., & Urbach, J. (2008).Understanding imaginative thinking during childhood: Sociocultural conceptions of creativity and imaginative thought.Early Childhood Educ J, 36, 179-185.doi:10.1007/s10643-008-0261-4
Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2), 185-202.
Feist, G. J. (2011).Creativity in science.In M. Runco& S. R. Pritzker (Eds.), Encyclopedia of creativity(Second Edition) (pp. 296-302). London, UK: Academic Press.
Finke, R. A. (1996). Imagery, creativity, and emergent structure.Consciousness and Cognition, 5, 381-393.
Finke, R.A., Ward, T. B., &Smith, S. M.(1992).Creative cognition: Theory , research and applications. Massachusetts, MA: Massachusetts Institute of Technology.
Fleer, M. (2012). Imagination, emotions and scientific thinking: what matters in the being and becoming of a teacher of elementary science? Culture Studies of Science Education, 7, 31–39. doi:10.1007/s11422-011-9365-z
Freund, P. A. &Holling, H. (2008). Creativity in the classroom: A multilevel analysis investigating the impact of creativity and reasoning ability on GPA. Creativity Research Journal, 20(3), 309–318.doi:10.1080/10400410802278776
Furnham, A. & Bachtiar, V. (2008).Personality and intelligence as predictors of creativity.Personality and Individual Differences, 45, 613-617.doi:10.1016/j.paid.2008.06.023
Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008).Personality, hypomania, intelligence and creativity.Personality and Individual Differences, 44, 1060–1069.doi:10.1016/j.paid.2007.10.035
Furnhama, A., Batey, M., Booth, T. W., Patel, V., & Lozinskaya, D. (2011). Individual difference predictors of creativity in art and science students. Thinking Skills and Creativity, 6, 114-121.doi:10.1016/j.paid.2007.10.035
Gong, Y.-P., Huang, J.-C., &Farh, J.-L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal,52(4), 765–778.doi: 10.5465/AMJ.2009.43670890
Gonzalez, M. A., Campos, A., & Perez, M. J. (1997).Mental imagery and creative thinking.The Journal of Psychology, 131(4), 357-364.doi: 10.1080/00223989709603521
Gove, P. B. (Ed.). (1986). Webster’s third new international dictionary. Springfield. MA: Merriam-Webster Inc.
Guildford, J. P. (1950). Creativity.American Psychologist, 5(9), 444-454.
Hemlin, S. Allwood, C. M., & Martin, B. R. (2008).Creative knowledge environments.Creativity Research Journal, 20(2), 196-210.doi:0.1080/10400410802060018
Ho, H.-C., Wang, C.-C., & Cheng, Y.-Y. (2013).Analysis of scientific imagination process.Thinking Skill and Creativity, 10, 68-78.doi:10.1016/j.tsc.2013.04.003
Ho, H.-C., Wang, C.-C., Cheng, C. L., & Cheng, Y.-Y. (2012, December).Development of the Teacher Scientific Imagination Scale: A Rasch measurement perspective. Paper presented at the AARE-APERA 2012, Sydney, Australia.
Holland, P. W., &Wainer, H. (Eds.) (1993).Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum.
Holton, G. (1996). The art of scientific imagination.Daedalus, 125(2), 183-208.
Hong, E., Peng, Y., O ’ Neil, H. F ., Wu, J. (2013). Domain-general and domain-specific creative-thinking tests: Effects of gender and item content on test performance. Journal of Creative Behavior, 47, 89–105.doi: 10.1002/jocb.26
Hoy, A. W., Hoy, W. K., & Davis, H. A. (2011). Teachers’ self-efficacy beliefs.In K. R. Wentzel& A. Wigfield (Eds.), Handbook of motivation at school. (pp. 627-653). New York, NY: Routledge.
Hughesa, D. J., Furnham, A., & Batey, M. (2013).The structure and personality predictors of self-rated creativity.Thinking Skills and Creativity, 9, 76-84.doi:10.1016/j.tsc.2012.10.001
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, Ithink I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19(2-3), 247–258.doi:10.1080/10400410701397339
Johnson, J. A. (2011). Image and reality: Kekule, Kopp, and the scientific imagination. Annals of Science.doi:10.1080/00033790.2011.627460
Kampylis, P., Berki, E., &Saariluoma, P. (2009).In-service and prospective teachers’conceptions of creativity.Thinking Skills and Creativity, 4, 15–29.doi:10.1016/j.tsc.2008.10.001
Kaufman, J. C., Plucker, J. A., & Russell, C. M. (2012). Identifying and assessing creativity as a component of giftedness. Journal of Psychoeducational Assessment, 30(1), 60-73.doi: 10.1177/0734282911428196
Kim, K. H. & Hull, M. F. (2012).Creative personality and anticreative environment for high school dropouts.Creativity Research Journal, 24(2–3), 169–176. doi:10.1080/10400419.2012.677318
Kim, K. H. & Tassel-Baska, J. (2010).The relationship between creativity and behavior problems among underachieving elementary and high school students.Creativity Research Journal, 22(2), 185–193.doi: 10.1080/10400419.2010.481518
Kim, K. H. (2006). Is creativity unidimensional or multidimensional? Analyses of the Torrance tests of creative thinking.Creativity Research Journal, 18(3), 251–259.doi:10.1207/s15326934crj1803_2
LeBoutillier, N., & Marks, D. F. (2003). Mental imagery and creativity: A meta-analytic review study. British Journal of Psychology, 94, 29-44.
Linacre, J. M. (1998). Thurstone thresholds and the Rasch model.Rasch Measurement Transactions, 12, 634−635.
Lindqvist, G. (2003). Vygotsky’s theory of creativity.Creativity Research Journal, 15, 245–251. doi:10.1080/10400419.2003.9651416
Masters, G. (1982). A Rasch model for partial credit scoring.Psychometrika, 49, 359–381.
Mayer, R. E. (1987).Educational psychology: A cognitive approach. Boston: Little Brown.
Moulton, S. T. & Kosslyn, S. M. (2009). Imagining predictions: Mental imagery as mental emulation.Phil. Trans. R. Soc. B, 364, 1273–1280.doi: 10.1098/rstb.2008.0314
Newton, L. & Newton, D. (2010). Creative thinking and teaching for creativity in elementary school science. Gifted and Talented International, 25(2),111-124.
Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634.
Osborn, A. F.（1953）. Applied imagination :Principles and procedures of creative thinking. NewYork : Charles Scribner's Sons.
Brown,P.(2013). A Mobius strip of scientific imagination.EMBO reports, 14(11), 959-963.doi: 10.1038/embor.2013.154
Palmiero, M., Cardi, V.,&Belardinelli, M. O.(2011). The role of vividness
of visual mental imagery on different dimensions of creativity.Creativity Research Journal, 23(4), 372-375.doi:10.1080/10400419.2011.621857
Plucker, J. A., Runco, M. A., & Lim, W. (2006).Predicting ideational behavior from divergent thinking and discretionary time on task.Creativity Research Journal, 18(1), 55–63.doi:10.1207/s15326934crj1801_7
Policastro, E., & Gardner, H. (1999). From case studies to robust generalizations: An approach to the study of creativity, In R. J. Sternberg (Ed.), Handbook of creativity, 213-255, New York: Cambridge University Press.
Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53-66. doi: 10.1080/10400410701841955
Ramberg, P. J. (2010). Imagination in chemistry.Science, 329, 280-281.
Rinkevich, J. l. (2011). Creative teaching: Why it matters and where to begin. The Clearing House, 84, 219–223.doi:10.1080/00098655.2011.575416
Runco, M. (2004).Creativity.Annual Review of Psychology, 55, 657–687.doi: 10.1146/annurev.psych.55.090902.141502
Runco, M. (2011).Creativity complex. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity(Second Edition) (pp. 292-295). London, UK: Academic Press.
Runco, M. A. (2007). Achievement sometimes requires creativity. High Ability Studies, 18(1), 75–77.doi:10.1080/13598130701350791
Runco, M. A., Millar, G., Acar, S., &Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22(4), 361–368.doi: 10.1080/10400419.2010.523393
Runco, M. A., Plucker, J. A. & Lim, W. (2000-2001). Development and psychometric integrity of a measure of ideational behavior.Creativity Research Journal, 13(3&4), 393-400.doi:10.1207/S15326934CRJ1334_16
Schwab, K. (2012). The Global Competitiveness Report 2012–2013. Switzerland: SRO-Kundig.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Eds.), Handbook of Research on Teaching(pp3-36). New York, NY: American Educational Research Association.
Sung, S. Y. & Choi, J. N. (2009). Do Big Five personality factors affect individual
creativity? The moderating role of extrinsic motivation.Social Behavior and Personality, 37(7), 941-956. doi:10.2224/sbp.2009.37.7.941
Sternberg,R.J., & Lubart, T.L. (1995).Defying the crowd: Cultivated creativity in a culture conformity. New York: Simon & Schuster Inc
Taylor, A. R., Jones, M. G., Broadwell, B., &Oppewal, T. (2008).Creativity, inquiry, or accountability?Scientists’ and teachers’ perceptions of science education.Science Education, 1058-1075. doi:10.1002/sce.20272
Taylor, M. (2011).Imagination. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity(Second Edition) (pp. 637-643). London, UK: Academic Press.
Teo, L. K. C. & Waugh, R. F. (2010).A Rasch measure of fostering creativity.Creativity Research Journal, 22(2), 206–218.doi:10.1080/10400419.2010.481534
The Next Generation Science Standards. (2013). Understanding the scientific enterprise: The nature of science in the Next Generation Science Standards. Retrieved December 11, 2013 from http://www.nextgenscience.org/next-generation-science-standards
Tierney, P. & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative. The Academy of Management Journal, 45(6), 1137-1148.
Tierney, P. & Farmer, S. M. (2011).Creative self-efficacy development and creative performance over time.Journal of Applied Psychology , 96(2), 277–293.doi: 10.1037/a0020952
Vanlierde, A. & Wanet-Defalque, M.C. (2005).The role of visual experience in mental imagery.Journal of Visual Impairment & Blindness, 165-178.
Vygotsky, S. L. (1930/2004). Imagination and creativity in childhood.Journal of Russian and East European Psychology, 42, 7-97.doi:10.1037/a0020952
Wan, W. W. N. & Chiu, C.Y. (2002). Effects of novel conceptual combination on creativity.Journal of Creative Behavior, 36(4), 227-240.doi: 10.1002/j.2162-6057.2002.tb01066.x
Wang, C. C., Ho, H. C., Cheng, C. L, & Cheng, Y. Y. (2012).The development of the Scientific Imagination Model: A concept mapping perspective. Paper presented at the AARE-APERA 2012, Sydney, Australia.
Wang, C. C., Ho, H. C., Wu, J. J., & Cheng, Y. Y. (2013, revised).The Development of the Scientific Imagination Model: A Concept Mapping Perspective. Thinking Skills and Creativity.
Wang, W. C. (2008). Assessment of differential item functioning. Journal of Applied Measurement, 9, 387-408.
Ward, T. (1994). Structured imagination: The role of category structure in exemplar generation. Cognitive Psychology, 27, 1-40.doi:10.1006/cogp.1994.1010
Ward, T. B., Smith, S. M., & Finke, R.A. (1999).Creative cognition. In R. J. Sternberg (Eds.), Handbook of Creativity (pp189-212).New York, NY: Cambridge University Press.
Ward, T. B., Smith, S. M., & Vaid, J. (1997). Conceptual structures and processes in creative thought. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative Thought (pp1-30). Washington, DC: American Psychological Association.
White, R. (2002). The revolution in research on science teaching. In V. Richardson (Eds.), Handbook of Research on Teaching (pp457-471). Washington, DC: American Educational Research Association.
Wolfe, E. W., & Smith, E. V., Jr. (2007a). Instrument development tools and activities for measure validation using Rasch models: Part I-Instrument development tools. Journal of Applied Measurement, 8, 97−123.
Wolfe, E. W., & Smith, E. V., Jr. (2007b). Instrument development tools and activities for measure validation using Rasch models: Part II-Validation activities. Journal of Applied Measurement, 8, 204−233.
Wright, B. D., & Linacre, J. M. (1994).Reasonable mean-square fit values.Rasch Measurement Transactions, 8, 370.
Wu, M. L., Adams, R. J., & Wilson, M. R. (2007).ConQuest [Computer software and manual].Camberwell, Victoria, Australia: Australian Council for Educational Research.