Comparison of Different Test Construction Strategies in the Development of a Gender Fair Interest Inventory Using Verbs

Abstract

Three test construction strategies are described and illustrated in the development of the Verb Interest Test (VIT), an inventory that assesses vocational interests using verbs. Verbs might be a promising alternative to the descriptions of occupational activities used in most vocational interest inventories because they are context-independent, timesaving, and applicable across educational levels. Three test construction strategies are implemented and compared. The first construction method follows the rules of classical test theory (CTT), the second is within the framework of CTT as well but also takes gender differences in mean scores into account, and the third strategy is guided by item response theory (IRT) and controls for differential item functioning for men and women. The three VIT versions resulting from the different construction methods are compared regarding their construct and criterion validity. For practical use and career counseling, test development following the IRT approach seems most useful since it allows maximal occupational exploration and precise trait estimation.