Understanding the State of the Art for Measurement in Chemistry Education Research: Examining the Psychometric Evidence
Understanding the State of the Art for Measurement in Chemistry Education Research: Examining the Psychometric Evidence
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DOI：
10.1021/ed3002013
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发表时间：
2013-05-01
影响因子：
3
通讯作者：
Lewis, Jennifer E.
中科院分区：
文献类型：
--
作者：
Arjoon, Janelle A.;Xu, Xiaoying;Lewis, Jennifer E.
化学教育界为研究用途开发的许多仪器都是相对较新的。由于心理测量学证据决定了从考试成绩中做出的解释的有效性，因此收集和报告有效性和可靠性证据至关重要。因此，本研究的目的是调查什么“计数”作为心理测量学的证据在这个社区。使用基于教育和心理测试标准中描述和操作的概念的方法，对2002年至2011年期间首次在杂志上发表的工具以及报告使用这些工具的后续出版物进行了检查。具体而言，我们调查了测试内容，响应过程，内部结构，与其他变量的关系，时间稳定性和内部一致性的基础上的证据的可用性。研究结果表明，我们的同行评审和报告的做法价值的某些类型的证据，而忽视了其他人。这项研究的结果作为一个指示的需要，化学教育研究界认为收集心理测量证据作为一项集体活动，并报告这种证据的详细程度，适当的通知未来的研究。
Many of the instruments developed for research use by the chemistry education community are relatively new. Because psychometric evidence dictates the validity of interpretations made from test scores, gathering and reporting validity and reliability evidence is of utmost importance. Therefore, the purpose of this study was to investigate what "counts" as psychometric evidence within this community. Using a methodology based on concepts described and operationalized in the Standards for Educational and Psychological Testing, instruments first published in the Journal between 2002 and 2011, and follow-up publications reporting the use of these instruments, were examined. Specifically, we investigated the availability of evidence based on test content, response processes, internal structure, relations to other variables, temporal stability, and internal consistency. Findings suggest that our peer review and reporting practices value some types of evidence while neglecting others. Results of this study serve as an indication of the need for the chemistry education research community to view gathering psychometric evidence as a collective activity and to report such evidence at the level of detail appropriate to inform future research.