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Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6). After being scored both ways, Rasch dichotomous and partial credit analyses indicated similarly strong psychometric findings across models. Student outcome measures on the PSM6, scored both dichotomously and with partial credit, demonstrated strong, positive, significant correlation. Similar demographic patterns were noted regardless of scoring method. Both scoring methods produced similar results, suggesting that either would be appropriate to use with the PSM6. 

Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 

Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency?