Measuring Spatial Ability: Analysis of Spatial Ability Test for Gulf State Students Using Item Response Theory

This study evaluates the psychometric properties of the spatial ability test using the three-parameter logistic model within item response theory. The final version of the scale comprised 29 dichotomous items, administered to a sample of 2,694 male and female students from grades 5 and 6 across schools in the Arab Gulf region. The test adhered to the three-parameter model, satisfying the assumptions of unidimensionality and local independence. The item difficulty parameters ranged from -1.541 to 1.735, discrimination parameters spanned from 0.419 to 5.252, and guessing parameters varied between 0.00 and 0.346. With a marginal reliability coefficient of 0.86, the scale demonstrated strong stability. These findings indicate that the test items align with established measurement principles, supporting the spatial ability test as a valid and reliable assessment tool for measuring spatial abilities in the Gulf region. The results have important implications for educational assessment in the Arab Gulf and could guide the development of similar assessments in other educational contexts. Further research is recommended to improve the test’s precision and explore its application in diverse educational settings.