Voltar
Artigo
BIBTEX RIS

INTERPRETIVE PROBLEMS WHEN CORRECTING FOR ATTENUATION

1982; Wiley; Volume: 19; Issue: 2 Linguagem: Inglês

10.1111/j.1745-3984.1982.tb00121.x

ISSN

1745-3984

Autores

PHILIP H. WlNNE, M. JOAN BELFRY,

Tópico(s)

Advanced Statistical Modeling Techniques

Resumo

Journal of Educational MeasurementVolume 19, Issue 2 p. 125-134 INTERPRETIVE PROBLEMS WHEN CORRECTING FOR ATTENUATION PHILIP H. WlNNE, Corresponding Author PHILIP H. WlNNE Instructional Psychology Research Group, Simon Fraser University Burnaby, B.C., Canada WINNE, PHILIP H. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada VSA 1S6. Title: Associate Professor. Degrees: B.S., M.S. Bucknell University, Ph.D. Stanford University. Specialization: Instructional psychology, Methodology for research on instruction. BELFRY, M. JOAN. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A IS6. Title. Graduate Student. Degrees: B.N. McGill University. Specialization: Program development and evaluation in nursing education.Search for more papers by this authorM. JOAN BELFRY, Corresponding Author M. JOAN BELFRY Instructional Psychology Research Group, Simon Fraser University Burnaby, B.C., Canada WINNE, PHILIP H. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada VSA 1S6. Title: Associate Professor. Degrees: B.S., M.S. Bucknell University, Ph.D. Stanford University. Specialization: Instructional psychology, Methodology for research on instruction. BELFRY, M. JOAN. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A IS6. Title. Graduate Student. Degrees: B.N. McGill University. Specialization: Program development and evaluation in nursing education.Search for more papers by this author PHILIP H. WlNNE, Corresponding Author PHILIP H. WlNNE Instructional Psychology Research Group, Simon Fraser University Burnaby, B.C., Canada WINNE, PHILIP H. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada VSA 1S6. Title: Associate Professor. Degrees: B.S., M.S. Bucknell University, Ph.D. Stanford University. Specialization: Instructional psychology, Methodology for research on instruction. BELFRY, M. JOAN. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A IS6. Title. Graduate Student. Degrees: B.N. McGill University. Specialization: Program development and evaluation in nursing education.Search for more papers by this authorM. JOAN BELFRY, Corresponding Author M. JOAN BELFRY Instructional Psychology Research Group, Simon Fraser University Burnaby, B.C., Canada WINNE, PHILIP H. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada VSA 1S6. Title: Associate Professor. Degrees: B.S., M.S. Bucknell University, Ph.D. Stanford University. Specialization: Instructional psychology, Methodology for research on instruction. BELFRY, M. JOAN. Address: Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada V5A IS6. Title. Graduate Student. Degrees: B.N. McGill University. Specialization: Program development and evaluation in nursing education.Search for more papers by this author First published: June 1982 https://doi.org/10.1111/j.1745-3984.1982.tb00121.xCitations: 29 This article is based on a paper delivered at the annual meeting of the American Educational Research Association, Los Angeles, 1981. Requests for reprints should be addressed to Philip H. Winne, Instructional Psychology Research Group, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, V5A IS6, Canada. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES ALLEN, M. J., & YEN, W. M. Introduction to measurement theory. Monterey , CA : Brooks/Cole, 1979. Google Scholar BOCK, R. D., & WOOD, R. Test theory. In P. H. Mussen and M. R. Rosenzweig (Eds.), Annual Review of Psychology (Vol. 22). Palo Alto : Annual Reviews Inc., 1971. Web of Science®Google Scholar CALLENDAR, J. C., & OSBURN, H. G. A method for maximizing split-half reliability coefficients. Educational and Psychological Measurement, 1977, 37, 819–826. 10.1177/001316447703700402 Web of Science®Google Scholar CALLENDAR, J. C., & OSBURN, H. G. An empirical comparison of coefficient alpha, Guttman's Lambda-2, and MSPLIT maximized split-half reliability estimates. Journal of Educational Measurement, 1979, 16, 89–99. 10.1111/j.1745-3984.1979.tb00090.x Web of Science®Google Scholar CAMPBELL, D. T., & FISKE, D. Convergent and discriminant validation by the multitraitmultimethod matrix. Psychological Bulletin, 1959, 56, 81–105. 10.1037/h0046016 CASPubMedWeb of Science®Google Scholar COCHRAN, W. G. Errors of measurement in statistics. Technometrics, 1968, 10, 637–666. 10.2307/1267450 Web of Science®Google Scholar COOK, T. D., & CAMPBELL, D. T. Quasi-experimentation: Design & analysis issues for field settings. Chicago : Rand-McNally, 1979. Google Scholar CRONBACH, L. J. Test validation. In R. L. Thorndike (Ed. ), Educational measurement (2nd ed.). Washington , D.C. : American Council on Education, 1971. Google Scholar CRONBACH, L. J., GLESER, G. C., NANDA, H., & RAJARATNAM, N.. The dependability of behavioral measurements. New York : John Wiley & Sons, 1972. Web of Science®Google Scholar CURETON, E. E. Reliability and validity: Basic assumptions and experimental designs. Educational and Psychological Measurement, 1965, 25, 327–346. 10.1177/001316446502500204 Web of Science®Google Scholar FORSYTH, R. A., & FELDT, L. S. An investigation of empirical sampling distributions of correlation coefficients corrected for attenuation. Educational and Psychological Measurement, 1969, 29, 61–71. 10.1177/001316446902900104 Web of Science®Google Scholar GHISELLI, E. E., CAMPBELL, J. P., & ZEDECK, S. Measurement theory for the behavioral sciences. San Francisco : W. H. Freeman, 1981. Google Scholar GULLIKSEN, H.. Theory of mental tests. New York : John Wiley & Sons, 1950. 10.1037/13240-000 Google Scholar GUTTMAN, L. A basis for analyzing test-retest reliability. Psychometrika, 1945, 10, 255–282. 10.1007/BF02288892 CASPubMedGoogle Scholar JACKSON, P. H., & AGUNWAMBA, C. C. Lower bounds for the reliability of the total score on a test composed of non-homogeneous items: Algebraic lower bounds. Psychometrika, 1977, 42, 567–578. 10.1007/BF02295979 Web of Science®Google Scholar LORD, F. M., & NOVICK, M. R. Statistical theories of mental test scores. New York : Addison-Wesley, 1968. Google Scholar MARX, R. W., & WINNE, P. H. Construct interpretations of three self-concept inventories. American Educational Research Journal, 1978, 15, 99–109. 10.3102/00028312015001099 Web of Science®Google Scholar SPEARMAN, C. The proof and measurement of association between two things. American Journal of Psychology, 1904, 15, 72–101. 10.2307/1412159 Web of Science®Google Scholar TRAUB, R. E. A note on the reliability of residual change scores. Journal of Educational Measurement, 1967, 4, 253–256. 10.1111/j.1745-3984.1967.tb00596.x Web of Science®Google Scholar TUCKER, L. R. Maximum validity of a test with equivalent items. Psychometrika, 1946, 11, 1–13. 10.1007/BF02288894 CASPubMedGoogle Scholar WILLIAMS, R. H., & ZIMMERMAN, D. W. An extension of the Ruion formula for test reliability: The case of correlated true and error components of scores. Journal of Experimental Education, 1968, 36, 94–96. 10.1080/00220973.1968.11011064 Web of Science®Google Scholar WlNNE, P. H., MARX, R. W., & TAYLOR, T. D. A multitrait-multimethod study of three self-concept measures. Child Development. 1977, 48, 893–901. 10.2307/1128338 Web of Science®Google Scholar WOODHOUSE, B., & JACKSON, P. H. Lower bounds for the reliability of the total score on a test composed of non-homogeneous items: A search procedure to locate the greatest lower bound. Psychometrika, 1977, 42, 579–591. 10.1007/BF02295980 Web of Science®Google Scholar ZIMMERMAN, D. W. Item sampling model for the reliability of composite tests. Educational and Psychological Measurement. 1969, 29, 49–60. 10.1177/001316446902900103 Web of Science®Google Scholar ZIMMERMAN, D. W., & WILLIAMS, R. H. Chance success due to guessing and non-independence of true scores and error scores in multiple-choice tests: Computer trials with prepared distributions. Psychological Reports, 1965, 17, 159–165. 10.2466/pr0.1965.17.1.159 CASPubMedWeb of Science®Google Scholar ZIMMERMAN, D. W., & WILLIAMS, R. H. Generalization of the Spearman-Brown formula for test reliability. The case of non-independence of true scores and error scores. British Journal of Mathematical and Statistical Psychology, 1966, 19, 271–272. 10.1111/j.2044-8317.1966.tb00371.x CASPubMedWeb of Science®Google Scholar ZIMMERMAN, D. W., & WILLIAMS, R. H. Validity coefficients and correlated errors in test theory. Journal of Experimental Education, 1977, 45, 4–9. 10.1080/00220973.1977.11011579 Web of Science®Google Scholar ZIMMERMAN, D. W., WILLIAMS, R. H., & REHM, H. H. Test reliability when error scores consist of independent and non-independent components. Journal of Experimental Education, 1966, 35, 74–78. 10.1080/00220973.1966.11010974 Web of Science®Google Scholar Citing Literature Volume19, Issue2June 1982Pages 125-134 ReferencesRelatedInformation

Referência(s)