Table Of ContentInstrument Development in the
Affective Domain
Evaluation in Education and Human Services
Editors:
George F. Madaus, Boston College, Chestnut
Hili, Massachusetts, U.SA
Daniel L. Stufflebeam, Western Michigan
University, Kalamazoo, Michigan, U.SA
Previously published books in the series:
Kellaghan, T., Madaus, G., andAirasian, P.:
The Effects of Standardized Testing
Madaus, G. (editor):
The Courts, Validity, and Minimum
Competency Testing
Brinkerhoff, R., Brethower, 0., Hluchyj, T., and
Nowakowski, J.:
Program Evaluation, Sourcebook/Casebook
Brinkerhoff, R., Brethower, 0., Hluchyj, T., and
Nowakowski, J.:
Program Evaluation, Sourcebook
Brinkerhoff, R., Brethower, 0., Hluchyj, T., and
Nowakowski, J.:
Program Evaluation, Design Manual
Madaus, G., Scriven, M., Stufflebeam, 0.:
Evaluation Models: Viewpoints on Educational
and Human Services Evaluation
Hambleton, R., Swaminathan, H.:
Item Response Theory
Stufflebeam, 0., Shinkfield, A.:
Systematic Evaluation
Nowakowski, J.:
Handbook of Educational Variables:
A Guide to Evaluation
Stufflebeam, 0., McCormick, C., Brinkerhoff, R.,
and Nelson, C.:
Conducting Educational Needs Assessment
Abrahamson, S.:
Evaluation of Continuing Education in the
Health Professions
Instrument Development in the
Affective Domain
Robert K. Gable
University of Connecticut
~
"
Springer Science+Business Media, LLC
Library 01 Congress Cataloging-in-Publication Data
Gable, Robert K.
Instrument development in the aHective domain.
(Evaluation in education and human services)
Includes bibliographies and indexes.
1. Affecllve disorders-Diagnosis. 2. Psychological lesls. I. Title.11.
Series. [DNLM: 1. Affec!. 2. Psychological Tesls-melhods. BF 511
G115i]
RC537.G335 1986 616.89 85-23672
ISBN 978-94-015-7261-3 ISBN 978-94-015-7259-0 (eBook)
DOI 10.1007/978-94-015-7259-0
Copyright© 1986 by Springer Science+Business Media New York
Originally published by Kluwer-Nijhoff Publishing, Boston in 1986.
Softcover reprint ofthe hardcover 1s t edition 1986
All fights reserved. No part of this publication may be reproduced. stored in
a retrieval system, or transmitted in any form or by any means, mechanical,
photocopying, recording, or otherwise, without the prior written permission
ofthe publisher .Springer Science+Business Media, LLC.
Contents
List of Tables vii
List of Figures ix
Preface xi
1
Affective Characteristics: Their Conceptual Definitions
Affective Characteristics and School Learning 1
What are Affective Characteristics? 3
Types of Affective Characteristics 4
Relationships Among the Affective Characteristics 11
Additional Readings 12
2
Constructing Affective Instruments 15
Operational Definitions 15
The Domain-Referenced Approach 17
Item Content Sources 20
Summary 21
3
Scaling Affective Characteristics 23
Measurement 23
Fishbein's Expectancy-Value Model 25
Thurstone Equal-Appearing Interval Scale 26
Latent-Trait Models 34
Likert's Summated Rating Techniques 38
Semantic-Differential Scales 48
Fishbein's Expectancy-Value Model: An Illustration 53
Ipsative Versus Normative Scale Properties 57
Ipsative Measures 57
v
VI INSTRUMENT DEVELOPMENT IN THE AFFECTIVE DOMAIN
Normative Measures 62
An Illustration 63
Summary 66
Additional Readings 66
4
The Validity of Affective Instruments 71
Validity Evidence 72
Content Validity 72
Construct Validity 77
Criterion-Related Validity 120
Summary 123
Additional Readings 125
5
The Reliability of Affective Instruments 133
Reliability Theory 133
Sources of Error 136
Types of Reliability Coefficients 137
Factors Affecting Reliability 143
Acceptable Levels of Reliability 147
The Relationship of Reliability to Validity 149
An Illustration 150
Varimax and Oblique Factor Solution Reliabilities 160
Now It's Your Turn 161
Additional Readings 167
6
A Review of the Steps for Developing an Affective Instrument 169
Overview 169
Suggested Steps in Affective Instrument Development 170
References 179
Appendixes
A. Semantic Differential: Me As a Counselor 189
B. Occupational Values Inventory: Normative Form 191
Occupational Values Inventory: Ipsative Form 192
Subject Index 193
Author Index 197
List of Tables
Table
2-1 Steps for Developing an Operationa l Definition for Attitude
Toward School Subjects 16
2-2 Steps for Developing an Operational Definition for Attitude
Toward Teacher 19
3-1 An Illustration of the Judges' Rating Form for the
Thurstone Technique 28
3-2 An Illustration of the Respondents' Rating Form for the
Thurstone Technique 31
3-3 Response Formats Used for Rating Agreement, Frequency,
Importance, Quality, and Likelihood 42
3-4 Typical Semantic Differential Bipolar Adjective Pairs 49
3-5 Sports Plus Attitude Scale Physical Scale 54
3-6 Table for Calculating Attitude Scores from Evaluation and
Belief Ratings 55
3-7 Intercorrelations Among SIV Scales 61
3-8 Occupational Values Inventory Means, Standard Deviations,
and Correlations 64
4-1 Sampie Content Validity Rating Form 74
4-2 Hypothetical Content Validity Ratings for Two Statements 75
4-3 Ranked Mean Ratings for Category 11 75
4-4 An Illustration of Examining Construct Validity Using
Correlations 79
4-5 Sampie Multitrait- Multimethod Matrix for Three Traits and
TwoMethods 82
4-6 Gable-Roberts Attitude Toward Teacher Scale Hems 85
VII
List of Figures
Figure
1-1 Major variables in the theory of schoollearning 2
1-2 Direction and intensity of student attitudes toward micro-
computers (Target) 3
3-1 Hypothetical trace lines for three Thurstone items with different
scale values 33
3-2 Strongly disagree and disagree category prob ability curves for a
hypothetical item 36
3-3 Hypothetical tracelines for two Likert items 40
3-4 Honest and faking profiles for SIV data from 20 education
students 59
4-1 Unrotated and varimax rotated factor matrix plots 106
4-2 Varimax and oblique rotation plots 107
5-1 Average interitem correlations and alpha reliabilities estimated
by increasing the number of items by a factor of K 145
IX
PREFACE
This text was prepared for the affective component of a graduate level
course in affective and cognitive instrument development. The techniques
described, and the data sets included, represent attempts over several years
to prepare materials that would illustrate proper instrument development
techniques in the affective domain. The need for this text became apparent
after witnessing severallarge-scale research projects that were hindered by
inadequately prepared instruments. Researchers in these projects were
often not aware of the need to use appropriate procedures in developing
affective instruments; furthermore, they could rarely, if ever, locate a com
prehensive and readable text that could help. This text was developed to
meet this important instructional need.
Chapter 1 discusses the importance of affective variables and presents
conceptual definitions of major affective constructs such as attitudes, self
concept, interests, and values. Chapter 2 outlines and illustrates the domain
referenced approach for developing operational definitions (i.e., items)
for the targeted conceptual definitions. Chapter 3 addresses the important
area of scaling the affective characteristics in the context of Fishbein's
expectancy-value model. The Thurstone, latent-trait, Likert, and semantic
differential techniques are included along with a section on normative versus
ipsative measures.
Chapters 4 and 5 present the underlying theory and appropriate empirical
techniques appropriate for examining validity and reliability evidence. Data
gathered by the author, using several different instruments, are included to
i1Iustrate each technique. Annotated SPSSx computer output for the Factor
and Reliability programs is included for examining construct validity using
factor analytic techniques and alpha internal consistency reliability. Actual
item analysis and reliability data from the SPSSx Reliability program are
Xl
