Making Measures

Ben Wright and Mark Stone’s insights into the philosophical and mathematical foundations of measurement are necessary for constructing practical, objective assessments of educational, psychological, and physical functioning. Since the publication of their seminal text, Best Test Design (1979), they have collaborated on a number of works designed to make accessible the principles and procedures of objective measurement. This volume widens yet again the audience that can benefit from these ideas. By beginning with a disarmingly simple stone-lifting problem the reader is introduced step by eloquent step to the thinking and mathematics behind making measures and making measures meaningful. This volume looks back at the philosophical underpinnings of measurement and connects the prescience of Charles S. Peirce (1838–1914) to the models of Georg Rasch (1901–1980) and finally to the day-to-day needs of instrument-builders in the human sciences.

From the perspective of Best Test Design, this volume also moves forward with an emphasis on the role of substantive theory in measurement. The measurement applications, the Knox Cube Test for attention and short term memory (Chapter 7), Wolpe and Lang’s (1964) Fear Survey Schedule (Chapter 8), and the Lexile Framework for Reading (Chapter 9), make extensive use of theory in predicting why item difficulties vary. Can we imagine a more important piece of evidence for the construct validity of an instrument than a specification equation that is capable of explaining variation in observed item difficulties?

The paradox of unity and separation finds expression in the puzzle of whether a book is well comprehended by a reader because the book is easy or because the reader is skilled. Does a person succeed on an attention task because it requires fewer memory registers or because the person possesses good attention? Is a stone lifted because the stone is light or the lifter is strong? This paradox presents in various guises across the human sciences or more generally wherever measurement is contemplated. The paradox is resolved by positing a single yardstick of reading ability/readability, attention/difficulty, or strength/weight. This book explains how and why such yardsticks are built and how to ensure quality in their construction.

From the Introduction by A. Jackson Stenner

Ben Wright

Ben has had a remarkable journey in measurement. As a very young man, Ben began his career in science as a research physicist at the Bell Telephone Laboratories with Nobel Laureate Charles H. Townes, investigating microwave absorption spectra of iodine monochloride. At the University of Chicago, Ben worked with Nobel Laureate Robert S. Mulliken, investigating ultra violet absorption spectra of organic molecules.

Concerns about care of emotionally disturbed children prompted him to change careers. He remained a scientist, however, now investigate staff problems encountered in children’s institutions. He designed research employing observation, life histories, interviewing, reports, test construction, and factor and variance analysis to assess treatment of childhood schizophrenia at the Orthogenic School of the University of Chicago under the direction of Bruno Bettleheim.

Dissatisfied with measure reliability produced by conventional social science statistical procedures, he saw a need for a reliable new method. In 1960, he found a breakthrough in the work of Danish mathematician Georg Rasch. Ben founded the Measurement Evaluation and Statistical Analysis Laboratory (MESA) Psychometrics Laboratory at the University of Chicago. Developing and applying methods for constructing and verifying measures as director of MESA, he has taught hundreds of colleagues and students to understand and implement useful objective measurement and authored 12 books and leading statistics and measurement software packages.

Mark H. Stone

Mark is director of research and professor at the Adler of Professional Psychology of Chicago. He teaches courses in research methods, statistics and psychometrics, assessment of dementia, and other neuro-psychological topics. He earned a graduate degree in music theory and musicology and doctorates in psychology. A licensed clinical psychologist, he maintains a consulting practice and donates time to a community health agency.

In 2001, he retired as the provost and vice president of the Adler School. He met Ben Wright in the 1970s when they worked as consultants. After Ben demonstrated the power of Rasch analysis, Mark suggested they write a book. Best Test Design (1979) was the result. They also co-authored Measurement Essentials (2000).

Mark is also a diplomate in Adlerian Psychology, a member of the National Register of Health Service Providers in psychology, and a nationally certified alcohol and drug counselor, and a certified supervisor.