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ERIC Number: ED506513
Record Type: Non-Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 24
Rethinking Measurement in Higher Education Research
Royal, Kenneth D.; Bradley, Kelly D.
Online Submission, Paper presented at the Mid-Western Educational Research Association Annual Conference(2008)
Higher education research has long relied on Classical Test Theory (CTT) principles, despite compelling arguments made by measurement theorists that suggest CTT techniques make a number of erroneous assumptions. Many measurement theorists argue Item Response Theory (IRT) techniques overcome many of CTTs deficiencies and lead to more valid and reliable results. Despite the popularity of IRT models in fields such as psychology, medicine and business, the transfer and implementation of this knowledge to the higher education literature has yet to occur. The purpose of this study is to call attention to measurement issues in higher education research by examining the extent to which CTT approaches have been employed in higher education research. A meta-analysis of quantitative research published in the widely regarded top three, premiere higher education journals over a five year period were examined, and the extent to which the research appearing in those journals utilized a CTT or IRT approach were identified. (Contains 1 table.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A