Psychological measurement
keeps a central function in scientific research as well as in daily practical
usage through practitioner. Both sides are interested in high quality
measurement, what should be indicated also through a formal test description. The
development and improvement of standards and guidelines to describe psychological
and educational tests are part of a continuous strategy (APA, 1985). But practitioners to often neglect standards (Schorr,
1995; Steck, 1997 for Germany speaking countries; Archer,
Maruish, Imhof & Piotrowski, 1991). The author had developed
criteria, to evaluate the usability of a formal test description and to show,
that there is a lack of easy-to-understand and widely applicable formal test
criteria. Innovations within the Item-Response-Theories (Linden & Hambleton, 1997) offers seldom used opportunities to
describe a measurement. To evaluate the validity and reliability of an
assessment variance based approaches are heavily used (Multi-Trait-Multi-Method,
Campbell und Fiske, 1979), that
leads often to measures of association.
The author had defined in
several works (Müller, 2000d, 2001g, 2002a,b) five new
indices, which are distinguished by their wide applicability, especially in
different test theories.