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Many of the instruments developed for research use by the chemistry education community are relatively new. Because psychometric evidence dictates the validity of interpretations made from test scores, gathering and reporting validity and reliability evidence is of utmost importance. Therefore, the purpose of this study was to investigate what “counts” as psychometric evidence within this community. Using a methodology based on concepts described and operationalized in the Standards for Educational and Psychological Testing, instruments first published in the Journal between 2002 and 2011, and follow-up publications reporting the use of these instruments, were examined. Specifically, we investigated the availability of evidence based on test content, response processes, internal structure, relations to other variables, temporal stability, and internal consistency. Findings suggest that our peer review and reporting practices value some types of evidence while neglecting others. Results of this study serve as an indication of the need for the chemistry education research community to view gathering psychometric evidence as a collective activity and to report such evidence at the level of detail appropriate to inform future research.
Arjoon et al. (Fri,) studied this question.