Академический Документы
Профессиональный Документы
Культура Документы
Aims:
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale
development. Psychological Assessment, 7, 309-319.
Hunsley, J., & Meyer, G. J. (2003). The incremental validity of psychological testing and
assessment: Conceptual, methodological, and statistical issues. Psychological Assessment, 15,
446-455.
Smith, G. T., Fischer, S., & Fister, S. M. (2003). Incremental validity principles in test
construction. Psychological Assessment, 15, 467-477.
Smith, G. T., & McCarthy, D. M. (1995). Methodological considerations in the refinement of
clinical assessment instruments. Psychological Assessment, 7, 300-308.
Worthington, R. L., & Whittaker, T. A. (2006). Scale development research - a content analysis
and recommendations for best practices. Counseling Psychologist, 34, 806-838.
Book: Coaley, K. (2010). An introduction to psychological assessment and
psychometrics. London: Sage Publishing.
Step 1: Develop a strong rationale for the need for the scale
50 years of personality psychology has developed scales for pretty
much everything, your scale is probably not needed!
Increasingly a view in the field that there are enough scales, people
should use them rather than develop more! (Gratitude example)
It may not be immediately clear there is a scale to suit a need, but a
full search will show that it probably exist, but perhaps has a weird
name, comes from a strange theoretical position, or does not cite/is
not cited in other papers
People who develop new scales normally pretend that it measures a
new trait or conceptions, hence most of psychology is in a mess, with
a huge number of almost certainly synonymous traits and no theory to
integrate them.
Represent the entire continuum of the construct (not just the positive
or negative aspects).
Question your motives for making a new scale. The best work in
psychology integrates existing perspectives and research this is
where real progress is made.
Step 2: Develop a representative item pool (~100 items, at 10 30 per expected factor)
The operational definition of the construct, essential to
represent the universe of the construct
Could be developed through qualitative research (sleep,
genetic counselling examples)
Could use pre-existing exhaustive lists of potential items
(Lexical Hypothesis example)
Could include items from other scales (dodgy what item
pools did they use)
Could be designed to map onto a pre-existing theoretical
conception (dodgy would bias results, both by
overdefining and missing out parts of the construct)
Could simply choose items that make sense to the
researchers (unacceptable)
Step 3: Perform factor analysis on the item pool, and select items
Used both to find the number of underlying factors
Used to select the most representative items
All decisions are critical here, once youve chosen your items there is no turning
back!
Participants should be representative of who is going to use the scale in the
future. Ideally, have multiple groups (e.g.,. Community, clinical), conduct all
analysis below separately for each group, and base decisions on a balance of the
findings between the samples (which should be largely consistent anyway).
Should be exploratory factor analysis (maximum likelihood with oblique [oblim]
rotation)
Should use parallel analysis to determine the number of factors
Extract the correct number of factors. Be careful of factors defined by all positive
or negative items.
Choose the highest loading items of each factor
Decide on how many items to have per factor. Difficult decision, shorter scales are
more widely used but perhaps dont fully represent the construct. Could base on
Cronbachs alpha, but issues of bloated specifics
Summary
Psychometric development involves:
1. Developing a clear rationale for the need to develop the scale
2. Developing a clear definition of the construct and a representative item
pool
3. Identifying the scales structure and selecting items based on factor
analysis
4. Testing the structure with confirmatory factor analysis
5. Testing internal consistency (reliability)
6. Testing temporal stability (reliability)
7. Showing face validity (validity)
8. Testing criterion validity (validity)
9. Testing predictive validity (validity)
10. Testing discriminant validity (validity)
11. Testing incremental validity (validity)