A Confirmatory Analysis of Item Reliability Trends (CAIRT): Differentiating True Score and Error Variance in the Analysis of Item Context Effects

Autor/inn/en	Hartig, Johannes; Holzel, Britta; Moosbrugger, Helfried
Titel	A Confirmatory Analysis of Item Reliability Trends (CAIRT): Differentiating True Score and Error Variance in the Analysis of Item Context Effects
Quelle	In: Multivariate Behavioral Research, 42 (2007) 1, S.157-183 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-3171
Schlagwörter	True Scores; Error of Measurement; Structural Equation Models; Simulation; Computation; Item Analysis; Reliability; Measures (Individuals); Personality Measures; Context Effect; Evaluation Methods; Internet; Measurement Techniques + Suchen Sie Ihr Suchwort? Messfehler; Simulation program; Simulationsprogramm; Itemanalyse; Reliabilität; Messdaten; Messtechnik
Abstract	Numerous studies have shown increasing item reliabilities as an effect of the item position in personality scales. Traditionally, these context effects are analyzed based on item-total correlations. This approach neglects that trends in item reliabilities can be caused either by an increase in true score variance or by a decrease in error variance. This article presents the Confirmatory Analysis of Item Reliability Trends (CAIRT) that allows estimating both trends separately within a structural equation modeling framework. Results of a simulation study prove the CAIRT method to provide reliable and independent parameter estimates; the power exceeds the analysis of item-total correlations. We present an empirical application to self- and peer ratings collected in an Internet-based experiment. Results show that reliability trends are caused by increasing true score variance in self-ratings and by decreasing error variance in peer ratings. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10