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Measuring measuring: toward a theory of proficiency with the constructing measures framework
Brent Duckor1, Karen Draney, Mark Wilson
1Dept. 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
Journal of Applied Measurement
|August 13, 2009
Summary
This study explores a uni-dimensional structure for the Constructing Measures framework, analyzing data from 72 participants to assess understanding and use of measurement concepts. Findings support the construct theory, suggesting potential for instrument refinement.
Area of Science:
- Educational Measurement
- Psychometrics
- Measurement Theory
Background:
- The Constructing Measures framework (Wilson, 2005) is foundational for measurement educators.
- Variability in understanding and application of its core components is a known challenge.
- Existing research often lacks a unified structural conceptualization of the framework.
Purpose of the Study:
- To propose and evaluate a uni-dimensional structure for Wilson's Constructing Measures framework.
- To investigate the evidence supporting or refuting this unified conceptualization.
- To inform measurement educators on the framework's understanding and application.
Main Methods:
- Utilized both constructed and fixed-choice response items to gather data from 72 participants with varying measurement expertise.
- Employed two raters for data scoring.
- Analyzed responses using the Rasch partial credit model via ConQuest software (1998).
Main Results:
- Evidence was gathered for and against the proposed uni-dimensional structure.
- Rasch model analysis provided insights into item and person parameters.
- Validity and reliability analyses were conducted, guided by the 1999 Testing Standards.
Conclusions:
- The study provides support for the construct theory underlying the framework.
- Limited uses of the current instrument are suggested, pending modifications to item design.
- Further research is recommended to refine the instrument for broader application in measurement education.
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