This study investigates two latent constructs (Engagement and Value) of dialogic interaction to examine the epistemic climate. Since the new reform movement emphasizes creating generative learning environments, it is important to examine whether a classroom promotes students' knowledge generation or limit students' epistemic growth through rote memorization. At this point, it is inevitable to focus on dialogic interaction (one of the epistemic practices), because how students engage with and view dialogic interaction provides meaningful information about the epistemic climate. By employing Rasch modeling, this study tested a statistical validity of two latent constructs of dialogic interaction. The findings in this study highlight that the two latent constructs are theoretically and statistically valid and can be used to gauge the epistemic climate through students' engagement with and value of dialogic interaction. While understanding the epistemic climate cannot solely occur through a single perspective, this study plays a significant role in adding a valid instrument. Such instruments help researchers comprehend the epistemic features of learning environments and provide a practical way to reflect students' lived experiences to learn about the overall atmosphere of the learning environment.