NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156204
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1536-6367
EISSN: N/A
Moving beyond Traditional Methods of Survey Validation
Maul, Andrew
Measurement: Interdisciplinary Research and Perspectives, v15 n2 p103-109 2017
In his focus article, "Rethinking Traditional Methods of Survey Validation," published in this issue of "Measurement: Interdisciplinary Research and Perspectives," Andrew Maul wrote that it is commonly believed that self-report, survey-based instruments can be used to measure a wide range of psychological attributes, such as self-control, growth mindsets, and grit. Increasingly, such instruments are being used not only for basic research but also for supporting decisions regarding educational policy and accountability, and argues that traditional methods for the construction and validation of self-report survey-based assessments of psychological attributes are urgently in need of rethinking. In this rejoinder Dr. Maul addresses the commentaries provided in this same issue of "Measurement: Interdisciplinary Research and Perspectives." He closes the rejoinder by saying that although the focus article and the responses have painted a somewhat unflattering portrait of common practices in survey construction and validation, he is encouraged by the care and thoughtfulness evidenced in the remarks of his colleagues, and further expresses his view that the comments suggest a willingness in the profession to rethink established practices in the construction and validation of evaluation from the ground up. [For "Rethinking Traditional Methods of Survey Validation," see EJ1156001.]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A