This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Andrich, D. Search for Related Content Social Bookmarking                         What's this?

Scaling Attitude Items Constructed and Scored in the Likert Tradition

Department of Education University of Western Australia

The statement scaling emphasis associated with the Thurstone tradition for the study of attitude provides no direct consequence for attitude measurement, while conversely, the attitude measurement emphasis in the Likert tradition provides no direct consequence for statement scaling. Both aspects of the study of attitude are unified by a generalisation of Rasch's simple logistic model for dichotomously scored achievement items. The generalized model caters for the response category system of attitude questionnaires constructed and scored in the Likert tradition, but because both statements and persons are parameterised, the model has consequences for both statement scaling and person measurement. As with the simple logistic model, the two sets of parameter estimates, in this case those of the statements and of the persons, are independent of each other. An illustration involving attitudes to the professional roles of teachers is provided.

Educational and Psychological Measurement, Vol. 38, No. 3, 665-680 (1978)
DOI: 10.1177/001316447803800308


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				E. A Hahn, R. K Bode, H. Du, and D. Cella Evaluating linguistic equivalence of patient-reported outcomes in a cancer clinical trial Clinical Trials, June 1, 2006; 3(3): 280 - 290. [Abstract] [PDF]

				D. Cella, C.-H. Chang, B. D. Wright, J. H. Von Roenn, and R. T. Skeel Defining Higher Order Dimensions of Self-Reported Health: Further Evidence for a Two-Dimensional Structure Eval Health Prof, June 1, 2005; 28(2): 122 - 141. [Abstract] [PDF]

				T. Gumpel, M. Wilson, and R. Shalev An Item Response Theory Analysis of the Conners Teacher's Rating Scale J Learn Disabil, November 1, 1998; 31(6): 525 - 532. [Abstract] [PDF]

				S. C. Weigle Using FACETS to model rater training effects Language Testing, April 1, 1998; 15(2): 263 - 287. [Abstract] [PDF]

				R. K. Gable, C. N. Rucker, and E. V. Smith JR. Assessing Student Perceptions of Affective Outcomes of Special Education Programs: Instrument Development, Validation, and Comparisons to Regular Education Students Educational and Psychological Measurement, August 1, 1997; 57(4): 685 - 697. [Abstract]

				H. Kelderman Multidimensional Rasch Models for Partial-Credit Scoring Applied Psychological Measurement, June 1, 1996; 20(2): 155 - 168. [Abstract] [PDF]

				T.F. McNamara Test dimensionality: IRT analysis of an ESP listening test1 Language Testing, December 1, 1991; 8(2): 139 - 159. [Abstract] [PDF]

				A. Pollitt and C. Hutchinson Calibrating graded assessments: Rasch partial credit analysis of performance in writing Language Testing, June 1, 1987; 4(1): 72 - 92. [Abstract] [PDF]

				W. R. Koch Likert Scaling Using the Graded Response Latent Trait Model Applied Psychological Measurement, January 1, 1983; 7(1): 15 - 32. [Abstract]

				D. Andrich and P. Kline Within and Among Population Item Fit with the Simple Logistic Model Educational and Psychological Measurement, April 1, 1981; 41(1): 35 - 48. [Abstract]

				R. E. Traub and R. G. Wolfe Chapter 8: Latent Trait Theories and the Assessment of Educational Achievement Review of Research in Education, January 1, 1981; 9(1): 377 - 435. [PDF]