Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments
This study aims to outline various findings of previous research related to the comparison of the application of the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) in the development of higher education practice assessment instruments. This study uses the Systematic Lit...
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| Format: | Article |
| Language: | English |
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Fakultas Tarbiyah Institut Agama Islam Sunan Giri Ponorogo
2025-07-01
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| Series: | Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme |
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| Online Access: | https://ejournal.insuriponorogo.ac.id/index.php/scaffolding/article/view/7281 |
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| _version_ | 1850098946230190080 |
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| author | Siti Maimunah Zuhriyah Hidayati Kusaeri Kusaeri Suparto Suparto Sita Isna Malyuna |
| author_facet | Siti Maimunah Zuhriyah Hidayati Kusaeri Kusaeri Suparto Suparto Sita Isna Malyuna |
| author_sort | Siti Maimunah |
| collection | DOAJ |
| description |
This study aims to outline various findings of previous research related to the comparison of the application of the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) in the development of higher education practice assessment instruments. This study uses the Systematic Literature Review. The data in this study are articles indexed in Q1, Q2, Q3, and Q4 from Scopus. Articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) technique. After going through the identification, screening, and eligibility process, 35 articles were included in the inclusion stage and analyzed using meta-synthesis techniques. The results of this study show that the findings of previous research show that the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) have differences in the development of practice assessment instruments in higher education. That GRM measures competencies based on students' values, attitudes, and spirituality, especially in assessments that use a graded scale such as Likert. In contrast, GPCM provides higher reliability in the context of step-based practice assessment or procedural stages. The results of this study can contribute positively to the development of practice assistance in higher education.
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| format | Article |
| id | doaj-art-4a67fcc0e3e4460da2ac1083c531a1bb |
| institution | DOAJ |
| issn | 2656-4548 2656-4491 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Fakultas Tarbiyah Institut Agama Islam Sunan Giri Ponorogo |
| record_format | Article |
| series | Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme |
| spelling | doaj-art-4a67fcc0e3e4460da2ac1083c531a1bb2025-08-20T02:40:35ZengFakultas Tarbiyah Institut Agama Islam Sunan Giri PonorogoScaffolding: Jurnal Pendidikan Islam dan Multikulturalisme2656-45482656-44912025-07-017210.37680/scaffolding.v7i2.7281Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment InstrumentsSiti Maimunah0Zuhriyah Hidayati1Kusaeri Kusaeri2Suparto Suparto3Sita Isna Malyuna4Universitas Nahdlatul Ulama Surabaya; IndonesiaUniversitas Billfath Lamongan; IndonesiaUniversitas Islam Negeri Sunan Ampel Surabaya; IndonesiaUniversitas Islam Negeri Sunan Ampel Surabaya; IndonesiaUniversitas PGRI Ronggolawe Tuban; Indonesia This study aims to outline various findings of previous research related to the comparison of the application of the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) in the development of higher education practice assessment instruments. This study uses the Systematic Literature Review. The data in this study are articles indexed in Q1, Q2, Q3, and Q4 from Scopus. Articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) technique. After going through the identification, screening, and eligibility process, 35 articles were included in the inclusion stage and analyzed using meta-synthesis techniques. The results of this study show that the findings of previous research show that the Graded Response Model (GRM) and the Generalized Partial Credit Model (GPCM) have differences in the development of practice assessment instruments in higher education. That GRM measures competencies based on students' values, attitudes, and spirituality, especially in assessments that use a graded scale such as Likert. In contrast, GPCM provides higher reliability in the context of step-based practice assessment or procedural stages. The results of this study can contribute positively to the development of practice assistance in higher education. https://ejournal.insuriponorogo.ac.id/index.php/scaffolding/article/view/7281Comparison of the Graded Response Model (GRM)Generalized Partial Credit Model (GPCM)Assessment of Higher Education Practice |
| spellingShingle | Siti Maimunah Zuhriyah Hidayati Kusaeri Kusaeri Suparto Suparto Sita Isna Malyuna Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Comparison of the Graded Response Model (GRM) Generalized Partial Credit Model (GPCM) Assessment of Higher Education Practice |
| title | Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments |
| title_full | Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments |
| title_fullStr | Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments |
| title_full_unstemmed | Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments |
| title_short | Comparison of GRM and GPCM in the Development of Higher Education Practice Assessment Instruments |
| title_sort | comparison of grm and gpcm in the development of higher education practice assessment instruments |
| topic | Comparison of the Graded Response Model (GRM) Generalized Partial Credit Model (GPCM) Assessment of Higher Education Practice |
| url | https://ejournal.insuriponorogo.ac.id/index.php/scaffolding/article/view/7281 |
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