Verifying the Criterion reference-based hierarchical Assumptions for high-order thinking skills Using Item Response Theory

Abstract

The present study aimed to investigate the assumptions of the hierarchical structure of skills (thinking of high rank). To achieve this, a reference-based test was built based on the description of the behavioral field of an educational institution according to the North Carolina Classification through the following steps to determine the purpose of the test, the content components and the group to which they will be applied and analyze the topic in detail, verify the validity of the analysis of the test items, extract the standard properties, and then verify the assumptions of the validity of the hierarchical structure of these components.