补充麦克尼什和米斯利维:心理测量需要什么?
Klaas Sijtsma1, Jules L Ellis2, Denny Borsboom3
1Tilburg University.
Psychometrika
|February 25, 2026
概括
心理测量学家可以通过教育提高研究人员对隐性变量得分和总分的理解. 弥合心理学和心理测量学之间的差距对于负责任的测试成绩解释和应用至关重要.
科学领域:
- 心理测量 心理测量 心理测量
- 心理学 心理学 心理学
背景情况:
- 回应了对简单总和得分优点的批评.
- 强调需要心理测量学家教育研究人员使用心理测量模型.
- 解决了关于测试构造方法和数据质量的问题.
研究的目的:
- 倡导负责任地使用隐性变量分数和总分数.
- 强调心理测量教育在弥合与心理学之间的差距方面的作用.
- 讨论实践者和客户对测试结果的实际沟通.
主要方法:
- 连接到以前的评论.
- 对项目响应理论 (IRT) 模型的讨论.
- 对测试和问卷构建方法的分析.
主要成果:
- 不同的测试构建方法可能会产生相似的结果,除非属性理论是不明确的,导致噪音数据.
- 总分和其转换 (例如百分位数) 促进了测试结果的沟通.
- 隐性变量对于高级心理测量应用,如等同和适应性测试至关重要.
结论:
- 心理学和心理测量学之间存在着巨大的差距,需要共同努力来弥合这一差距.
- 心理学和心理测量学必须共同努力,以改善测试成绩的应用和解释.
- 虽然先进的应用程序使用潜在变量作为技术工具,但更简单的分数有助于在实际决策中进行沟通.
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