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Article
A Multi-Faceted Approach to Scrutinizing the Reliability of a Measure of STEM Teacher Strategic Knowledge
submitted to Electronic Journal of Science Education (2017)
  • Robert Talbot, School of Education and Human Development at the University of Colorado Denver
Abstract
Score reliability is necessary for establishing a validity argument for an instrument, and is therefore highly important to investigate. Depending on the proposed instrument use and score interpretations, differing degrees of precision in measurement or reliability are required. Researchers sometimes fail to take a critical stance when investigating this important measurement property, and default to accepted values of commonly known measures. This study takes a multi-faceted approach to scrutinizing score reliability from a measure of STEM teacher strategic knowledge using rater agreement, classical test theory conceptions of reliability, and Generalizability Theory. This detailed examination provides insight about where the greatest gains in score reliability can be realized, given the design of the instrument and the context of measurement.
Keywords
  • teacher knowledge,
  • reliability,
  • generalizability theory,
  • validity
Publication Date
February 22, 2017
Citation Information
Robert Talbot. "A Multi-Faceted Approach to Scrutinizing the Reliability of a Measure of STEM Teacher Strategic Knowledge" submitted to Electronic Journal of Science Education (2017)
Available at: http://works.bepress.com/robert-talbot/16/