The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies

Abstract Knowledge is an important predictor and outcome of learning and development. Its measurement is challenged by the fact that knowledge can be integrated and homogeneous, or fragmented and heterogeneous, which can change through learning. These characteristics of knowledge are at odds with current standards for test development, demanding a high internal consistency (e.g., Cronbach's Alphas greater .70). To provide an initial empirical base for this debate, we conducted a meta-analysis of the Cronbach's Alphas of knowledge tests derived from an available data set. Based on 285 effect sizes from 55 samples, the estimated typical Alpha of domain-specific knowledge tests in publications was α = .85, CI90…

• ET
  Eidgenössische Technische Hochschule Zürich