REVISITING THE CONCEPT OF RELIABILITY

A THEORETICAL FRAMEWORK FOR UNDERSTANDING MEASUREMENT PRECISION IN EDUCATIONAL PSYCHOLOGY RESEARCH

Abstract

The reconceptualization of reliability in educational psychology is examined in this research, with a focus on the necessity of an all-encompassing framework that improves measurement precision. Classical test theory, generalizability theory, and item response theory are examples of traditional reliability models that have given fundamental insights into psychological tests. They frequently fail to address the dynamic and complexity of psychological constructs. The suggested framework highlights the significance of context-sensitivity, flexibility, and the dynamic nature of psychological traits throughout developmental stages by integrating conventional and modern reliability models. This framework's implementation requires careful attention to methodological issues, with a focus on reliable data gathering techniques, statistical models, and cultural sensitivity. The study presents the new framework's practical applications, with an emphasis on educational technology, classroom assessments, and educational interventions. The paper also lists difficulties and restrictions, such as the requirement for in-depth training and the limitations of current psychometric instruments. The paper concludes with suggestions for interdisciplinary cooperation, policy integration, training, contextualized assessment tool creation, and ethical behaviours. Educational psychologists and educators can improve student outcomes and assist the cognitive, emotional, and social development of their students by adopting this rethought approach, which will enable more accurate and successful psychological assessments. In order to improve this framework and guarantee its successful implementation in a variety of educational contexts, the article advocates for continued study and interdisciplinary collaboration.