Measuring representational competence – analyses of dimensionality and the relationship to general content knowledge

In chemistry, representational competence is crucial for effective problem-solving and learning. However, the relationship between representational competence and chemical content knowledge, continues to be a matter of discussion. To investigate the connection between representational competence and chemical content knowledge, we developed a new assessment tool known as the <i>Chemical Representation Inventory: Translation, Interpretation, Construction</i> (CRI:TIC)<i>,</i> utilizing three lower-level representational skills identified by Kozma and Russell (1997, 2005). This article presents the evaluation of the CRI:TIC and discusses its implications for research in chemistry education and for educators. The instrument was administered to 185 first-year students in a preparatory university chemistry course. Utilizing multidimensional Rasch analysis, we examined the dimensionality of the lower-level representational skills. Based on the results, we suggest that, from a psychometric perspective, lower-level skills should be regarded as a unified construct. Nonetheless, from an educational standpoint, maintaining a conceptual distinction between these skills remains relevant. Further analysis linking the CRI:TIC data to results from a chemical content knowledge assessment indicates that representational competence and content knowledge should be treated as distinct constructs. Although we cannot draw causal conclusions regarding the relationship between these two constructs, our findings underscore the importance of developing students’ representational skills.