Scoring Neutral or Unsure on an identity development instrument for higher education

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The use of neutral or unsure on an instrument designed to measure identity development in college students was explored. The nominal response model from item response theory was used to evaluate whether neutral or unsure was used more frequently by those at low or middle levels of development; the results depended on the subscale and sometimes on the item within the subscale. Scoring based on the nominal response model allows for this category to be treated differently for different items.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.