The Reliability, But Not the Cronbach’s Alpha, of Knowledge Tests Matters: Response to Zitzmann and Orona (2025)

IF 10.1 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider
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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.

知识测试的可靠性,而不是克朗巴赫Alpha:对Zitzmann和Orona(2025)的回应
Zitzmann和Orona(2025)在对我们的元分析的评论中,使用正式的证据和引用的方法学研究来论证测试信度是重要的,Cronbach’s Alpha通常表示测试信度,Alpha的截止值是必不可少的。我们同意高可靠性对所有测试都很重要。然而,alpha并不能反映知识测试的信度。Zitzmann和Orona的论点是基于一个毫无根据的假设,即知识总是同质的。通过一个具体的例子,我们展示了项目的相互关系(例如,alpha)对于诸如知识这样的异质结构是如何降低的,即使测量误差很小(例如,可靠性很高)。在简要讨论了研究人员如何启发式地评估结构异质性之后,我们探索了评估知识测试可靠性的alpha替代方案。我们得出的结论是,放弃alpha作为可靠性指标并不会影响测量的质量。相反,它是朝着更健全的知识计量方法标准迈出的一步。
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来源期刊
Educational Psychology Review
Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-
CiteScore
15.70
自引率
3.00%
发文量
62
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.
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