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| Research article summary (published 30 Dec 2001): |
A comparison of three developmental stage scoring systems.
Full Abstract
In social psychological research the stage metaphor has fallen into disfavor due to concerns about bias, reliability, and validity. To address some of these issues, I employ a multidimensional partial credit analysis comparing moral judgment interviews scored with the Standard Issue Scoring System (SISS) (Colby and Kohlberg, 1987b), evaluative reasoning interviews scored with the Good Life Scoring System (GLSS) (Armon, 1984b), and Good Education interviews scored with the Hierarchical Complexity Scoring System (HCSS) (Commons, Danaher, Miller, and Dawson, 2000). A total of 209 participants between the ages of 5 and 86 were interviewed. The multidimensional model reveals that even though the scoring systems rely upon different criteria and the data were collected using different methods and scored by different teams of raters, the SISS, GLSS, and HCSS all appear to measure the same latent variable. The HCSS exhibits more internal consistency than the SISS and GLSS, and solves some methodological problems introduced by the content dependency of the SISS and GLSS. These results and their implications are elaborated.
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Author information
Author/s: Dawson, Theo Linda (TL);
Affiliation: Graduate School of Education, Tolman Hall, UC Berkeley, Berkeley, CA 94720-1670, USA. theod(-atsign-)uclink4.berkeley.edu
Journal and publication information
Publication Type: Comparative Study; Journal Article
Journal: Journal of applied measurement (J Appl Meas), published in United States. (Language: eng)
Reference: 2002-; vol 3 (issue 2) : pp 146-89
Dates: Created 2002/05/15; Completed 2002/06/19; Revised 2006/11/15;
PMID: 12011499, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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