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Utilizing the Rasch Model to Develop and Evaluate Items for the Tacit Knowledge Inventory for Superintendents (TKIS)

Utilizing the Rasch Model to Develop and Evaluate Items for the Tacit Knowledge Inventory for Superintendents (TKIS)

Christian E. Mueller, Kelly D. Bradley
Copyright: © 2011 |Pages: 21
ISBN13: 9781609605551|ISBN10: 1609605551|EISBN13: 9781609605568
DOI: 10.4018/978-1-60960-555-1.ch017
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MLA

Mueller, Christian E., and Kelly D. Bradley. "Utilizing the Rasch Model to Develop and Evaluate Items for the Tacit Knowledge Inventory for Superintendents (TKIS)." Global Aspects and Cultural Perspectives on Knowledge Management: Emerging Dimensions, edited by Murray E. Jennex, IGI Global, 2011, pp. 264-284. https://doi.org/10.4018/978-1-60960-555-1.ch017

APA

Mueller, C. E. & Bradley, K. D. (2011). Utilizing the Rasch Model to Develop and Evaluate Items for the Tacit Knowledge Inventory for Superintendents (TKIS). In M. Jennex (Ed.), Global Aspects and Cultural Perspectives on Knowledge Management: Emerging Dimensions (pp. 264-284). IGI Global. https://doi.org/10.4018/978-1-60960-555-1.ch017

Chicago

Mueller, Christian E., and Kelly D. Bradley. "Utilizing the Rasch Model to Develop and Evaluate Items for the Tacit Knowledge Inventory for Superintendents (TKIS)." In Global Aspects and Cultural Perspectives on Knowledge Management: Emerging Dimensions, edited by Murray E. Jennex, 264-284. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-555-1.ch017

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Abstract

Tacit knowledge was originally introduced into the professional literature by Michael Polanyi and later made popular by researchers in a variety of domains. Measuring this implicit form of procedural knowledge requires multiple approaches to adequately “capture” what is often known, but not easily articulated. The present study combines use of Sternberg et al.’s framework for capturing domain-specific tacit knowledge with that of Rasch modeling to develop and validate items for use on a newly developed tacit knowledge inventory. Development of the Tacit Knowledge Inventory for Superintendents (TKIS) occurred in three phases, including two phases of piloting and Rasch analysis. For illustrative purposes, presentation of results is limited to the Rasch analyses conducted on interpersonal tacit knowledge items. However, the methodology extends its usefulness to researchers and practitioners to guide the development process of similar assessments.

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