Reconsidering Formative Measurement

The relationship between observable responses and the latent constructs they are purported to measure has received considerable attention recently, with particular focus on what has become known as formative measurement. This alternative to reflective measurement in the area of theory-testing resear...

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Bibliographic Details
Published in:Psychological methods 2007-06, Vol.12 (2), p.205-218
Main Authors: Howell, Roy D, Breivik, Einar, Wilcox, James B
Format: Article
Language:English
Subjects:
Biological and medical sciences
Data Collection - statistics & numerical data
Data Interpretation, Statistical
Formative assessment
Formative Evaluation
Fundamental and applied biological sciences. Psychology
Guidelines
Humans
Item Response Theory
Measurement
Models, Statistical
Nomograms
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Psychometrics. Statistics. Methodology
Reflection
Research Design - statistics & numerical data
Research methods
Researchers
Social Sciences - statistics & numerical data
Socioeconomic Factors
Statistical Analysis
Statistics as Topic
Statistics. Mathematics
Structural Equation Modeling
Test Theory
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Summary:The relationship between observable responses and the latent constructs they are purported to measure has received considerable attention recently, with particular focus on what has become known as formative measurement. This alternative to reflective measurement in the area of theory-testing research is examined in the context of the potential for interpretational confounding and a construct's ability to function as a point variable within a larger model. Although these issues have been addressed in the traditional reflective measurement context, the authors suggest that they are particularly relevant in evaluating formative measurement models. On the basis of this analysis, the authors conclude that formative measurement is not an equally attractive alternative to reflective measurement and that whenever possible, in developing new measures or choosing among alternative existing measures, researchers should opt for reflective measurement. In addition, the authors provide guidelines for researchers dealing with existing formative measures.
ISSN:1082-989X
1939-1463
DOI:10.1037/1082-989X.12.2.205