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Explaining discrepancies in assessment protocols: Trait relevance and functional equivalence.

Hedwig Teglasi1, Jessica Ritzau1, Catherine Sanders1

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Discrepancies in psychological construct measures are explained by trait relevance and functional equivalence, not just measurement error. This framework predicts differences in parent and teacher ratings of children's social competence and executive functioning.

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Area of Science:

  • Psychology
  • Psychometrics
  • Developmental Psychology

Background:

  • Inconsistencies across information sources for psychological constructs are common but poorly explained.
  • Measurement error is an insufficient explanation for these discrepancies.
  • Existing frameworks fail to adequately differentiate unique contributions in multi-source assessments.

Purpose of the Study:

  • To propose and test a framework explaining score discrepancies in psychological assessments.
  • To investigate the roles of trait relevance and functional equivalence in multi-informant and multi-method data.
  • To predict differences in parent and teacher ratings of children's social competence and executive functioning.

Main Methods:

  • Focused on trait relevance within measured contexts and functional equivalence across measures.
  • Examined parent and teacher ratings of social competence (SC) and executive functioning (EF).
  • Compared informant-based and performance-based measures of executive functioning in 73 kindergarteners.

Main Results:

  • The proposed framework successfully predicted informant differences in mean ratings.
  • Identified specific patterns of agreement and disagreement between parent and teacher ratings.
  • Delineated convergences and divergences between different types of executive functioning measures.

Conclusions:

  • Trait relevance and functional equivalence are key to understanding score variations in psychological assessments.
  • This framework offers a novel approach to interpreting multi-source and multi-method data.
  • Provides a basis for more nuanced understanding of social competence and executive functioning in children.