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Towards greater precision in latent construct measurement: What's the Rasch?
Journal article   Peer reviewed

Towards greater precision in latent construct measurement: What's the Rasch?

T. Teo
British Journal of Educational Technology, Vol.42(6), pp.E122-E124
2011
DOI: https://doi.org/10.1111/j.1467-8535.2011.01213.x
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Abstract

Measuring attitudes and perceptions is an integral part of empirical studies in educational technology research. Some examples include measurement of students' attitude towards computers (Teo & Lee, 2008) or perceptions of educational robots among adolescents (Liu, 2010), and attitude as a construct in a theoretical model (Teo, 2009). In virtually all studies that involve the measurement of attitude and perception in the field of educational technology, the self‐report is used. Two mistakes that researchers often make in using the self‐report are (1) assuming that items are always on an interval scale (ie, equidistant measurement) and (2) that response options are always on an equivalent scale (ie, participants' responses indicate similar levels). For example, on a 5‐point Likert scale, researchers often treat the difference between a response of “1” or “2” as being equivalent to the difference between “4” and “5.” Another mistake is the assumption that item endorsements are always on an equivalent scale, where a response of “5” means the same thing for all respondents. For example, when asking respondents to answer a question “I like to use the computer,” respondents may be indicating different levels of liking, despite choosing the highest possible category of “5.”

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Citation topics
6 Social Sciences
6.73 Social Psychology
6.73.685 Item Response Theory
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
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