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1

Generation and Content Validation of a Persian Syntax Comprehension Test

100%
Mohamadi R., Alavije M. R., Minayi A., Modaresi Y., Dastjerdi M. K., Ghaderi M.
Psychology of Language and Communication
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2015
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vol. 19
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issue 3
222-236
EN
Lack of formal tests for assessing Persian language proficiency is one of the main problems for speech and language pathologists in Iran. The purpose of this study was to generate an item pool for a syntax comprehension test based on the characteristics of the Persian language and Iranian culture, as well as the spoken variant for 4-6 years old native Persian speaking children. We first extracted 41 syntactic structures of Persian for the syntax comprehension test, of which 8 structures were excluded in the first phase. Then, 198 items were developed for the remaining 33 syntactic structures. To determine content validity, 14 experts assessed the structures and 12 experts expressed their views on the items. Content Validity Ratio (CVR) was calculated. 24 structures with CVR > 0.50 were selected. 107 items were selected based on their CVR value (CVR > 0.47). Eleven new items were regenerated to replace items with a CVR below 0.47. According to the results, the test turned out to have a good content validity.
2
Content available remote

SĀKUMSKOLAS VECUMA BĒRNU GARĪGĀ INTELEKTA SKALAS IZSTRĀDE: SATURA PAMATOTĪBAS IZVĒRTĒŠANA

88%
Grasmane I., Pipere A.
Sociālo Zinātņu Vēstnesis
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2020
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issue 2
156-183
EN
Over the last few decades, the spiritual dimension, as one of the foundational dimensions ensuring the quality of individual and societal life, has drawn the specific attention of researchers. Since the analysis of research literature shows the lack of the tools for the measurement of spiritual intelligence (SI) for primary school children, the strategic aim of the given study entails the need to elaborate such scale for the measurement of children SI, to be used, among the other things, to evaluate the effectivity of programs for the development of SI. The presented work reflects the scale’s elaboration process in the phase related to the evaluation of its content validity. The theoretical background of the scale was constructed as a model on distinctive features of children’s SI, drawing on the theories by D. King, S. Wigglesworth, J. Fisher, J. Fowler, K. Cartwright, and M. Painton on SI. Empirical research of the primary content validation for the evolving scale included the analysis of experts’ views on the consistency between the elaborated model of children SI and the theoretical underpinnings of SI, the connection of their practical experience with the components of the model, as well as the analysis of the experts’ review on the scale’s items in the context of appropriate age. Six experts, selected based on their theoretical knowledge and professional experience in the domain of interest, filled out the structured survey, providing the descriptive evaluation for the components and subcomponents of children SI model, items representing these components, and commenting on the research problem. Described steps for the elaboration of the scale’s primary content validity, obtained answers on the research questions as well as the work on the elimination of revealed inaccuracies and issues have allowed reaching the research aim ñ to determine the representativity and adequacy of phenomenon’s content measured by the primary school children SI scale and the compliance between the theory and constructed items. The results of the given theoretical and empirical study approve the content validity of developing scale and, thus, open the way for further work on the psychometric validation of the instrument.
3
Content available remote

Assessment Strategies and Evidence-Based Interventions

75%
Katona N.
Przedsiębiorczość - Edukacja
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2017
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vol. 13. Uwarunkowania rozwoju przedsiębiorczości
304-313
EN
An overview of assessment strategies in an evidence-based programme aimed at promoting entrepreneurial skills of disadvantaged young people. Key-elements of evidence-based programs are reviewed and the development of a competence questionnaire to fulfil the requirements of assessments of evidence-based programme development practices and research based on Chorpita’s (2003) categorization. The strategies of selecting scales to utilize in content validation of the ten competencies identified are provided. Self-efficacy, assertive behaviour, locus of control scales, as well as the Strengths and Difficulties Questionnaire (Goodman, 1997) have corroborate the content validity of the competency questionnaire by providing strong correlation with required competency sub-scales at a p < 0,01 significance level. On the other hand, two alternative possible explanations are offered why self-esteem scale of Rosenberg (1965) did not provide any correlations.
4

Konsekwencje błędnego określenia rodzaju zadania testowego

63%
Skórska P., Świst K., Szaleniec H.
Edukacja
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2014
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issue 2(127)
67–84
PL
Przedmiotem artykułu jest wpływ niepoprawnego określenia rodzaju zadania na trafność wyników egzaminu. W wyniku przeglądu zadań części matematyczno-przyrodniczej egzaminu gimnazjalnego w latach 2002–11 zidentyfikowano 9 zadań uznanych przez CKE za otwarte, mimo że treściowo i psychometrycznie funkcjonowały one jak zamknięte. Dla jednego z tych zadań przeprowadzono studium przypadku z wykorzystaniem modelowania IRT. Omówiony przypadek dowodzi zgadywania poprawnej odpowiedzi w zadaniach błędnie zakwalifikowanych jako zadania otwarte.
EN
The article demonstrates the consequences on validity when test items are misclassified as constructed-response but in fact function as selected-response. From the review of items included in the scientific part of the national exam (2002–11) that concludes 3-year lower secondary school, 9 items, which were classified as constructed-response but functioning in content and psychometrically as selected-response, were identified. One such item was examined in a case study using IRT modelling. The study showed how guessing of correct responses to items might influence test validity when using an incorrectly classified format.
5
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Reanalýza testu DISMAS : reliabilita a obsahová validita

51%
Cígler H., Širůček J., Traspe P., Skalková I.
E-psychologie (E-psychology)
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2016
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vol. 10
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issue 4
24-46
EN
The goal of this paper is the reanalysis of the Czech “Assessment of the structure of mathematical abilities” test (Traspe and Skalková, 2013), designed to assess problems related to the development of mathematical abilities in children aged approx. 5–11 years. The test contains 14 developmental scales and total scores – a total of 22 test scores with percentile norms. This study uses normative (N = 878) and clinical (N = 877) samples and focuses on three objectives: (1.) the estimation of composite scores reliability using stratified Cronbach's alpha; assessment of content validity and test fairness using (2.) a series of confirmatory factor analyses and (3.) differential item functioning analysis (DIF). Reliability estimates, which took into account the multidimensional structure of composite scores, led to a two-fold (in the case of total score, a three-fold) decrease in standard errors and narrower confidence intervals. Structural models supported the assumption of a weak factorial invariance between grades 2 to 5, except the Computing Automation subtest (the relationship of which with overall math ability strengthens with age). However, the factorial structures for first graders and younger children were different and there was no clear factor structure in the clinical sample. Results also suggested that the Mathematical Ideas subtest can serve as a screening method of the overall level of mathematical abilities. Single scales were not shown to be invariant according to the DIF analyses between grades and samples, which might mean that lower scores do not simply imply lower levels of mathematical ability, but also qualitative differences. This paper offers further recommendations for test use in common assessment situations.
CS
Cílem textu je reanalýza testu Diagnostika struktury matematických schopností (Traspe a Skalková, 2013), který slouží k zjišťování obtíží v rozvoji matematických schopností u dětí ve věkovém rozmezí od doby těsně před nástupem do základní školy až do pátého ročníku. Test obsahuje 14 vývojových škál a celkové skóry, celkem je k dispozici 22 škál s percentilovými normami. Tato studie pracuje se standardizačním (N = 878) a poradenským (N = 877) vzorkem a zaměřuje se na tři hlavní témata: (1.) ověření reliability součtových skórů prostřednictvím stratifikovaného Cronbachovo alfa, ověření obsahové validity testu a jeho férovosti pomocí (2.) série konfirmačních faktorových analýz a (3.) analýzy diferenciálního fungování položek (DIF). Odhady reliability se zohledněním vícedimenzionální struktury součtových skórů docílily až dvakrát (v případě celkového skóre až třikrát) menších standardních chyb měření a tedy i intervalů spolehlivosti. Strukturní modely podpořily předpoklad slabé faktorové invariance u dětí v 2.–5. ročníku ZŠ vyjma subtestu automatizace početních dovedností (jehož vztah s celkovými matematickými schopnostmi vzrůstá spolu s věkem dětí), faktorová struktura pro žáky prvních tříd a předškolní děti je nicméně odlišná a v poradenské populaci pak nelze identifikovat žádné stabilní faktory. Ukázalo se ale také, že subtest matematické pojmy lze samostatně použít u běžné populace pro kratší skríning celkové úrovně matematických schopností. Jednotlivé škály se pak během analýzy DIF ukázaly být ne zcela invariantní napříč ročníky i oběma vzorky: zdá se tedy, že nižší skóre v testu nemusí znamenat jen „kvantitativně nižší“ míru schopností v příslušných rysech, ale do jisté míry též kvalitativní odlišnosti od běžné populace. Článek poskytuje konkrétní doporučení pro další používání testu v běžné diagnostické praxi.
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