Measuring measuring: toward a theory of proficiency with the constructing measures framework.
This paper is relevant to measurement educators who are interested in the variability of understanding and use of the four building blocks in the Constructing Measures framework (Wilson, 2005). It proposes a uni-dimensional structure for understanding Wilson's framework, and explores the evidence for and against this conceptualization. Constructed and fixed choice response items are utilized to collect responses from 72 participants who range in experience and expertise with constructing measures. The data was scored by two raters was analyzed with the Rasch partial credit model using ConQuest (1998). Guided by the 1999 Testing Standards, analyses of validity and reliability evidence provide support for the construct theory and limited uses of the instrument pending item design modifications.
Duckor
Brent
B
Dept. of Secondary Education, SH 436, College of Education, San Jose State University, One Washington Square, San Jose, CA 95192-0074, USA. Brent.Duckor@sjsu.edu
Draney
Karen
K
Wilson
Mark
M
D000328:Adult; D003071:Cognition; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008962:Models, Theoretical