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An empirical study of reporting practices concerning measurement validity.

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Title: An empirical study of reporting practices concerning measurement validity.
Authors: Hogan TP (AUTHOR), Agnello J (AUTHOR)
Source: Educational & Psychological Measurement. Oct2004, Vol. 64 Issue 5, p802-812. 11p.
Subject Terms: *Education research, *Textbooks, *Psychological tests, Evidence, Mathematical variables
Company/Entity: American Psychological Association
Abstract: This study investigates the current research practice concerning reporting measurement validity evidence based on a sample of 696 research reports listed in the American Psychological Association's Directory of Unpublished Experimental Mental Measures. Only 55% of the reports included any type of validity evidence. This was a substantially lower percentage than the percentage for reports of reliability found in an earlier study. Of those entries that included validity evidence, the vast majority reported correlations with other variables. Little use was made of the numerous other types of validation approaches described in measurement textbooks and in the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education's Standards for Educational and Psychological Testing. Inconsistent reports of validity characterized nearly all journals covered in the study. [ABSTRACT FROM AUTHOR]
Copyright of Educational & Psychological Measurement is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 106684764
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: An empirical study of reporting practices concerning measurement validity.
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  Data: This study investigates the current research practice concerning reporting measurement validity evidence based on a sample of 696 research reports listed in the American Psychological Association's Directory of Unpublished Experimental Mental Measures. Only 55% of the reports included any type of validity evidence. This was a substantially lower percentage than the percentage for reports of reliability found in an earlier study. Of those entries that included validity evidence, the vast majority reported correlations with other variables. Little use was made of the numerous other types of validation approaches described in measurement textbooks and in the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education's Standards for Educational and Psychological Testing. Inconsistent reports of validity characterized nearly all journals covered in the study. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational & Psychological Measurement is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/0013164404264120
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      – Code: eng
        Text: English
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      – SubjectFull: Textbooks
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      – SubjectFull: Psychological tests
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      – SubjectFull: Evidence
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      – SubjectFull: Mathematical variables
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              Text: Oct2004
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