scholarly journals Conjoint measurement undone

2018 ◽  
Vol 29 (1) ◽  
pp. 100-128 ◽  
Author(s):  
Günter Trendler
Keyword(s):  
Measurement Theory ◽  
Conjoint Measurement ◽  
Classical Measurement ◽  
Quantitative Indicators

According to classical measurement theory, fundamental measurement necessarily requires the operation of concatenation qua physical addition. Quantities which do not allow this operation are measurable only indirectly by means of derived measurement. Since only extensive quantities sustain the operation of physical addition, measurement in psychology has been considered problematic. In contrast, the theory of conjoint measurement, as developed in representational measurement theory, proposes that the operation of ordering is sufficient for establishing fundamental measurement. The validity of this view is questioned. The misconception about the advantages of conjoint measurement, it is argued, results from the failure to notice that magnitudes of derived quantities cannot be determined directly, i.e., without the help of associated quantitative indicators. This takes away the advantages conjoint measurement has over derived measurement, making it practically useless.

The Epworth Sleepiness Scale in Portuguese adults: from classical measurement theory to Rasch model analysis

2014 ◽  
Vol 19 (2) ◽  
pp. 693-701 ◽  
Author(s):  
Paulo Sargento ◽  
Victoria Perea ◽  
Valentina Ladera ◽  
Paulo Lopes ◽  
Jorge Oliveira
Keyword(s):  
Rasch Model ◽  
Epworth Sleepiness Scale ◽  
Measurement Theory ◽  
Model Analysis ◽  
Classical Measurement

Reliability of Composite Measurements Based on them Highest ofn Equivalent Components

1986 ◽  
Vol 11 (3) ◽  
pp. 225-238
Author(s):  
Huynh Huynh
Keyword(s):  
Simulation Study ◽  
Measurement Theory ◽  
Truncated Data ◽  
Classical Measurement ◽  
Composite Scores

Under the assumptions of classical measurement theory and the condition of normality, a formula is derived for the reliability of composite scores based on m highest of n equivalent components. The formula represents an extension of the Spearman-Brown formula to the case of truncated data. The results of a simulation study indicate that errors encountered in the use of the said formula for projection purposes are confined largely to the second decimal.

scholarly journals Some Implications of Distinguishing Between Unexplained Variance That Is Systematic or Random

2017 ◽  
Vol 78 (3) ◽  
pp. 482-503 ◽  
Author(s):  
David Trafimow
Keyword(s):  
Computer Simulations ◽  
Variance Components ◽  
Measurement Theory ◽  
Error Variance ◽  
Total Variance ◽  
Classical Measurement ◽  
Observable Data ◽  
Independent Variable ◽  
Unexplained Variance ◽  
Random Variance

Because error variance alternatively can be considered to be the sum of systematic variance associated with unknown variables and randomness, a tripartite assumption is proposed that total variance in the dependent variable can be partitioned into three variance components. These are variance in the dependent variable that is explained by the independent variable, variance in the dependent variable that is unexplained but systematic (associated with variance in unknown variables), and random variance. Based on the tripartite assumption, classical measurement theory, and simple mathematics, it is shown that these components can be estimated using observable data. Mathematical and computer simulations illustrate some of the important issues and implications.

scholarly journals The Accounting Concept Of Measurement And The Thin Line Between Representational Measurement Theory And The Classical Theory Of Measurement

2011 ◽  
Vol 10 (5) ◽  
pp. 59
Author(s):  
Charmaine Scrimnger-Christian ◽  
S. Wedzerai Musvoto
Keyword(s):  
Classical Theory ◽  
Theory Of Measurement ◽  
Measurement Theory ◽  
Experimental Science ◽  
Accounting Measurement ◽  
Classical Measurement ◽  
Measurement Concept ◽  
Theory Research ◽  
Two Sides ◽  
Made In

The purpose of this study is to discuss a possible way forward in accounting measurement. It also highlights the importance of understanding the lack of appreciation given by the accounting researchers to the distinction between representation measurement theory and the axioms of quantity on which the classical theory of measurement is based. For long, research in measurement theory has classified representational measurement as nothing but applications of the axioms of quantity. It was believed that there is in existence a single approach to measurement theory. However, recent studies in measurement theory have shown that there are two sides to measurement theory; one side at the interface with experimental science which is emphasized in representational measurement and the other side at the interface with quantitative theory which is emphasized in the classical measurement theory. Research in accounting measurement has concentrated on establishing a representational based accounting measurement theory. This has been done under the premise that no measurement theory exists in the discipline. Thus, this viewpoint neglects the concepts of classical measurement theory that already exists in the accounting discipline. Moreover, this created misunderstandings in accounting with regard to whether a theory of measurement exists in the discipline. This study highlights that the accounting concept of measurement was conceived under the principles of the classical measurement theory. Therefore this reason, it is suggested that research and improvements to the accounting measurement concept should be made in the light of the already existing principles of the classical theory of measurement in which the accounting concept of measurement was conceived.

scholarly journals Comparing Item response theory assessment with Classical Measurement Theory in the setting of medical education for the evaluation of clinical competency and goals achievement.

2020 ◽  
Vol 27 (03) ◽  
pp. 448-454
Author(s):  
Aamir Furqan ◽  
Rahat Akhtar ◽  
Masood Alam ◽  
Rana Altaf Ahmed
Keyword(s):  
Medical Education ◽  
Item Response Theory ◽  
Item Response ◽  
Measurement Theory ◽  
Measurement Scale ◽  
Response Theory ◽  
Classical Measurement ◽  
Statistical Assumptions ◽  
Constant Measurement ◽  
Item Characteristics

Objectives: This article is designed for comparison and contrast of item response theory measurement with classical measurement theory (Classical Measurement Theory) as well as to determine the various advantages offered by item response theory in the setting of medical education. Summary: Classical measurement theory is being impartial and inherent, is used more often than other models in medical education. However, there is one restriction encountered in the use of classical measurement theory that is it sample dependent and the data is bewildered in the specified sample that the researcher has assessed. Whereas, the score in item response theory separate from the sample or stimuli of assessment. Item Response Theory is consistent, it allows for easy evaluation of examination scores enabling the score to be placed in constant measurement scale and compare the change in students’ ability with time. There are various models of Item Response Theory out of which three are discussed along with their statistical assumptions. Conclusions: Item Response Theory being a capable tool is able to simplify a major issue of Classical Measurement Theory, i.e. bewilderment of skill of examinee with item characteristics. The Item Response Theory measurement inscribes the problems in medical education like removing rater mistakes from evaluation.

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