Construct validity: Construct representation versus nomothetic span.

Whitely, Susan E.

doi:10.1037/0033-2909.93.1.179

Cited by 493 publications

(143 citation statements)

References 39 publications

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“…Further, differing ages and sex of participants in psychometric investigations of 11 these tools have precluded valid comparisons of factor analytic results between studies. Finally, 12 Whitely (1983) reminded us that the low correlation values between tasks may reflect many 13 influences or be related to error variance. When the same data are analysed using different 14 techniques, the resultant factors may vary; and identifying and naming specific abilities associated 15 with test item clusters is highly dependent on the content of arbitrarily chosen test items (Carroll, 16 1993 (Henderson & Sugden, 1992) or bilateral coordination 26 (Bruininks, 1978) 27…”

Section: This Is the Author's Version Of An Article Published Inmentioning

confidence: 99%

The General Motor Ability Hypothesis: An Old Idea Revisited

2018

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While specific motor abilities have become a popular explanation for motor performance, the older, alternate notion of a general motor ability should be revisited. Current theories lack consensus, and most motor assessment tools continue to derive a single composite score to represent motor capacity. In addition, results from elegant statistical procedures such as higher order factor analyses, cluster analyses, and Item Response Theory support a more global motor ability. We propose a contemporary model of general motor ability as a unidimensional construct that is emergent and fluid over an individual’s lifespan, influenced by both biological and environmental factors. In this article, we address the implications of this model for theory, practice, assessment, and research. Based on our hypothesis and Item Response Theory, our Lifespan Motor Ability Scale can identify motor assessment tasks that are relevant and important across varied phases of lifespan development.

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Section: This Is the Author's Version Of An Article Published Inmentioning

confidence: 99%

The General Motor Ability Hypothesis: An Old Idea Revisited

2018

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“…These concepts of item design that try to purify measurement manipulating item features have been commonly used in cognitive measurement (De Boeck, & Wilson, 2004;Embretson, 1983Embretson, , 1994Primi, 2014) but only rarely in personality assessment. A thoughtful example of item design was presented by Mirowsky and Ross (1991) who analyzed internal and external locus of control with items that allowed them to isolate acquiescence and defensiveness.…”

Section: Discussionmentioning

confidence: 99%

Acquiescence and Person Differential Functioning: Solving Person DIF with Balanced Scales

Primi¹,

Santos²,

Fruyt³

et al. 2018

Preprint

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Likert-type self-report scales are frequently used in large-scale educational assessment of social-emotional skills. Self-report scales rely on the assumption that their items elicit information only about the trait they are supposed to measure. However, different response biases may threat this assumption. Specifically in children, the response style of acquiescence is an important source of systematic error. Balanced scales have been proposed as a solution to control for acquiescence, but the reasons why this design feature worked from the perspective of modern psychometric models have been underexplored. Three methods for controlling for acquiescence are compared: (a) Classical ipsatization by partialling out the mean, (b) an Item Response Theory method to measure Person Differential Functioning (DPF), and (c) random intercept item factor analysis. Comparative analyses are conducted on simulated ratings and on self-ratings provided by 40,649 students (aged 11 to 18) on a fully balanced 30-item scale assessing Conscientious Self-management. Acquiescence bias was explained as person differential item functioning and it was demonstrated that: (a) the acquiescence index is highly related to DPF, (b) balanced scales resolve DPF, and (c) that random intercept factors are highly related to DPF and the substantive factor is controlled for DPF.

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“…Such an idea foreshadows notions of validity that would be proposed many decades later, specifically notions related to construct representation (Embretson 1983). Instead, in time, the sampling perspective became synonymous with content validity (Cronbach 1971): "Whether the operations that finally constitute the test correspond to the specified universe is the question of content validity" (p. 452, emphasis added).…”

Section: Validitymentioning

confidence: 99%

“…24 In an important paper, Embretson integrated ideas from cognitive science into testing and psychometric theory by building on Loevinger's argument and layering a cognitive perspective on it. Embretson (1983) proposed the term construct representation to describe the extent to which performance on a test is a function of mental processes hypothesized to underlie test performance. An approach to documenting construct representation is modeling the difficulty of items as a function of variables representing the response process and knowledge hypothesized to underlie performance.…”

Section: Validity Theory At Etsmentioning

confidence: 99%

A Historical Survey of Research Regarding Constructed-Response Formats

Bejar

2017

Methodology of Educational Measurement and Assessment

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This chapter chronicles ETS research and development contributions related to the use of constructed-response item formats. 1 The use of constructed responses in testing dates back to imperial China, where tests were used in the selection of civil servants. However, in the United States, the multiple-choice format became dominant during the twentieth century, following its invention and use by the SAT ® examinations created by the College Board in 1926. When ETS was created in 1947, post-secondary admissions testing was largely based on tests consisting of multiplechoice items. However, from the start, there were two camps at ETS: those who believed that multiple-choice tests were sufficiently adequate for the purpose of assessing "verbal" skills and those who believed that "direct" forms of assessment requiring written responses had a role to play. For constructed-response formats to regain a foothold in American education several hurdles would need to be overcome. Research at ETS was instrumental in overcoming those hurdles.The first hurdle was that of reliability, specifically the perennial issue of low interrater agreement, which plagued the acceptance of constructed-response formats for most of the twentieth century. The second hurdle was broadening the conception of validity to encompass more than predictive considerations, a process that began with the introduction of construct validity by Cronbach and Meehl (1955). Samuel Messick at ETS played a crucial role in this process by making construct validity relevant to educational tests. An inflexion point in the process of reincorporating constructed-response formats more widely in educational tests was marked 1 Constructed responses to a prompt or question can range in scope and complexity. Perhaps the most common constructed response is the written essay. However, short written responses to questions are also considered to be constructed, as are spoken answers in response to a prompt, mathematical responses (equations, plotted functions, etc.), computer programs, and graphical responses such as architectural designs.

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Construct validity: Construct representation versus nomothetic span.

Cited by 493 publications

References 39 publications

The General Motor Ability Hypothesis: An Old Idea Revisited

The General Motor Ability Hypothesis: An Old Idea Revisited

Acquiescence and Person Differential Functioning: Solving Person DIF with Balanced Scales

A Historical Survey of Research Regarding Constructed-Response Formats

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