Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider
{"title":"The Reliability, But Not the Cronbach’s Alpha, of Knowledge Tests Matters: Response to Zitzmann and Orona (2025)","authors":"Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider","doi":"10.1007/s10648-025-10023-5","DOIUrl":null,"url":null,"abstract":"<p>In their commentary on our meta-analysis, Zitzmann and Orona (2025) used formal proof and cited methodological studies to argue that test reliability is important, Cronbach’s Alpha generally indicates test reliability, and cutoff values for alpha are indispensable. We agree that high reliability is important for all tests. Yet, alpha does not reflect the reliability of knowledge tests. Zitzmann and Orona’s arguments are based on the unwarranted assumption that knowledge is always homogeneous. Using a concrete example, we show how item interrelatedness (i.e., alpha) can be low for heterogeneous constructs such as knowledge, even when measurement error is minimal (i.e., reliability is high). After a brief discussion of how researchers can heuristically assess construct heterogeneity, we explore alternatives to alpha for evaluating the reliability of knowledge tests. We conclude that abandoning alpha as a reliability index does not compromise the quality of measurement. On the contrary, it is a step toward sounder methodological standards in the measurement of knowledge.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"95 1","pages":""},"PeriodicalIF":10.1000,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-025-10023-5","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
In their commentary on our meta-analysis, Zitzmann and Orona (2025) used formal proof and cited methodological studies to argue that test reliability is important, Cronbach’s Alpha generally indicates test reliability, and cutoff values for alpha are indispensable. We agree that high reliability is important for all tests. Yet, alpha does not reflect the reliability of knowledge tests. Zitzmann and Orona’s arguments are based on the unwarranted assumption that knowledge is always homogeneous. Using a concrete example, we show how item interrelatedness (i.e., alpha) can be low for heterogeneous constructs such as knowledge, even when measurement error is minimal (i.e., reliability is high). After a brief discussion of how researchers can heuristically assess construct heterogeneity, we explore alternatives to alpha for evaluating the reliability of knowledge tests. We conclude that abandoning alpha as a reliability index does not compromise the quality of measurement. On the contrary, it is a step toward sounder methodological standards in the measurement of knowledge.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.