REVISITING THE CONCEPT OF RELIABILITY: A THEORETICAL FRAMEWORK FOR UNDERSTANDING MEASUREMENT PRECISION IN EDUCATIONAL PSYCHOLOGY RESEARCH
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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