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• W251010162 abstract "When response set is present, instead of responding to the intent of the question, the subject appears to be responding to a variable emanating from some personal characteristic. This threat to measurement reliability and validity warrants investigation of the source of response set so that questionnaire designers can minimize its occurrence. This study sought to identify response sets most closely associated with person fit, which has been shown to be an effective method for identifying response sets on a questionnaire. Subjects were 597 undergraduate and graduate students who were administered a thinking style measure and an attitude questionnaire on 2 controversial topics, abortion and homosexual rights, and 2 noncontroversial questions, arts education and standardized questions. Three item formats were used. The BIGSTEPS computer program was used to measure individual misfit, and when person fit and other response sets were found in the correlational analysis to be highly associated, verification was sought in the Rasch output. The moderate-to-substantial correlations between infit and extreme responding style and between infit and response range found on the semantic differential (SD), and rating scale (RS) item formats were not seen for the magnitude estimation scale (ME), suggesting that fit statistics may be useful in determining response set on the SD and RD scales for all but the acquiescence/directional (AD) set, but perhaps is not as useful for the ME scale. Because of the high associations observed, the measurement of person fit through use of the Rasch model is an effective method for determining response set. (Contains 4 tables, 9 figures, and 28 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** PERSON FIT AND ITS RELATIONSHIP WITH OTHER MEASURES OF RESPONSE SET Dorothy L. Swearingen, Ph.D. 1440 South Garfield Street Denver, CO 80210-2534 email: dswearin@ix.netcom.com PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 3ocothy S.Lect thy ell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION 1 CENTER (ERIC) /This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Diego, CA, April, 1998 Introduction The problem of response set has plagued interpreters of questionnaires for decades. As early as 1925, Al lport and Hartmann (cited in Cantril, 1946) were attempting to identify sources of this phenomenon. Measurement characteristics such as questionnaire length, item format, item content, use of a midpoint, number of response categories -and personal characteristics -such as ethnicity, gender, certainty, thinking style, personality -have been investigated to help identify variables responsible for this threat to reliability and validity in measurement (Alwin & Krosnick, 1991; Bachman & O'Malley, 1984; Cronbach, 1946, 1950; Edwards, 1953; Hamilton, 1968; Hui & Triandis, 1985, 1989; Rorer, 1965; Swearingen, 1997). Definitions of response set are varied. Cronbach (1946) defined it as a response to items that is consistently different from the person's response to the same items in another form. He found it most problematic with instruments measuring personality, attitude, interest, and ability. Edwards (1953) believed it to be related to a personal need to create a specific impression. Hui and Triandis (1985) define it as a tendency to respond in a manner that is unrelated to the content of the instrument (p. 253). Hamilton (1968) portrays it as consistent and uniquely personal. Though opinions vary as to its definition, the elements of consistencY and independence from the content of the items on a questionnaire have been generally accepted. Swearingen (1997), however, in a study examining the effects of item format, item controversy, and thinking style on response set, found confroversy of content to be a significant contributor. When response set is present, instead of responding to the intent of the questions, the subject appears to be responding to a variable emanating from some personal characteristic. This threat to measurement reliability and validity warrants ongoing investigation of sources of response set so that questionnaire designers can minimize its occurrence. Response set is most directly a problem for interpreters of questionnaires, who may draw the wrong conclusions from their research, or who may find they have to drop significant numbers of subjects from their data due to responses they consider invalid. However, response set becomes a problem for the public as well when unsupportable conclusions are derived from research. For example, leaders in education, business, and government often make policy decisions based on surveys. Decisions having a basis in error can lead to a decline in production or profits, or a loss of support from essential participants. Several models have been developed to help us identify response set. The most widely researched sets are: 1) the social desirability response set (Beardon & Rose, 1990; Edwards, 1953; Meisels & Ford, 1969); and 2) the extreme responding style (Al !port & Hartmann, 1925, cited in Cantril, 1946; Bachman & O'Malley, 1984; Hui" @default.
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• W251010162 title "Person Fit and Its Relationship with Other Measures of Response Set." @default.
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