Content Validity

Patient reported outcome (PRO) questionnaires are increasingly used to measure treatment effect in patients with knee pathology. PROs commonly used to assess outcome in patients with knee conditions can be generic, knee-specific, or condition-specific. Most PROs have been created based on clinician-based consensus and are not patient-centered. Items (questions plus their response options) in PROs can be generated by clinicians or through patient interviews. Items created by clinicians possess face validity. The objective of this study was to find all existing PRO items with potentially relevant content for patients with knee pathology. An exhaustive literature search was conducted for PRO questionnaires in English, German, and Scandinavian languages used to assess outcome in patients with knee pathology. The items from the collected PROs were assessed for content redundancy and item reduction was carried out to isolate items of unique content. These items were grouped into one of the components of the ICF classification system. Thirty-one PROs used for assessment of patients with knee problems were identified, yielding 539 items. Approximately 70% of these items consisted of redundant content matter. The item pool was reduced to a pool of 157 items. The search yielded 157 items of unique content. The identified items can be used to build condition-specific PRO questionnaires for patients with knee pathology.

This chapter explores the use of rankings and total test scores in large-scale international comparative studies and some of the issues related to them. It examines their value as a basis for policy decisions and educational research. Country ranks on total test scores have been seen to be relatively robust to changes in test content, even changes directed at greater curriculum relevance. Unfortunately, other analyses suggest this robustness is likely a consequence of high levels of aggregation and broad, shallow domain sampling. Student achievement in mathematics and science is inherently multi dimensional. Highly aggregated scores of broadly sampled domains are inherently misleading and mask fundamental, educationally relevant diversities at more specific levels of the curriculum.

Anatomical knowledge is the foundation of the educational curricula in most healthcare programs. The varying scopes of practice between healthcare professions require anatomy educators to determine what content is essential to cover in a finite time with learners. When possible, the anatomy educator bases this decision on clinical experiences; this is a more significant challenge for the non-clinician educator teaching in a health profession curriculum. Although studies have determined essential anatomy content in many healthcare professions, no study has been undertaken in physical therapist education. This study was designed to determine what anatomical concepts are considered essential in physical therapist education in one doctor of physical therapy program. Faculty (n = 28), recent graduates (n = 134), and clinical instructors (n = 247) of a doctor of physical therapy program were invited to respond to a survey focused on rating the essential nature of 46 learning objectives. Consensus for learning objectives was determined using Lawshe's content validity method. One hundred fortyseven respondents completed the survey (36% response rate). Respondents represented a diversity in years of experience, highest physical therapist degree earned, specialty training, and setting of physical therapist practice. Of the 46 learning objectives presented, 10 were most frequently rated essential, 20 as useful but not essential, and 16 as not necessary. These results offer guidance for anatomy instructors at other institutions to make an informed decision on what anatomical content to focus on in their anatomy courses in order to increase time dedicated toward mastery of essential core anatomical knowledge for physical therapist practice.

The purpose of this study was to report the development of the Falls Behavioral (FaB) Scale for Older People, an assessment designed to evaluate behavioral factors that could potentially protect against falling. Instrument development included content analysis, expert review, and factor analysis. Ten behavioral dimensions were identified including Cognitive Adaptations, Protective Mobility, Avoidance, Awareness, Pace, Practical Strategies, Displacing Activities, Being Observant, Changes in Level, and Getting to the Phone. The final 30item scale had a Content Validity Index of 0.93. Test–retest reliability was ICC = 0.94 (p < .01). Construct validity was established by showing that, as expected, scale scores were positively associated with increasing age (rs = 0.46, p < .01) and negatively associated with greater physical mobility (rs = −0.68, p < .01). People who had fallen utilized safer behaviors than those who had not reported a fall (p < .05) providing a benchmark fo...

Objectives: Psychometric properties of the Chinese version of the Interpersonal Reactivity Index (C-IRI) for the assessment of empathy in Chinese people were examined. Method: The Interpersonal Reactivity Index (IRI) was translated to Chinese, and an expert panel reviewed its content validity and cultural relevance. The translated instrument (C-IRI) was administered to 189 junior high school students and 391 university students. Results: Confirmatory factor analyses revealed a stable hierarchical three-factor structure that was consistent with structure of the English IRI, but the cognitive and emotional aspects of empathy were combined to form a new factor. The subscales of the C-IRI demonstrated acceptable to good internal consistency and test-retest reliability. Some evidence for the construct validity of the measure was also found. Conclusions: The C-IRI possessed acceptable psychometric properties in Chinese adolescent samples. The present findings suggest that the cognitive and emotional aspects of empathy are not differentiated in Chinese adolescents.

Scale developers often provide evidence of content validity by computing a content validity index (CVI), using ratings of item relevance by content experts. We analyzed how nurse researchers have defined and calculated the CVI, and found considerable consistency for item-level CVIs (I-CVIs). However, there are two alternative, but unacknowledged, methods of computing the scale-level index (S-CVI). One method requires universal agreement among experts, but a less conservative method averages the item-level CVIs. Using backward inference with a purposive sample of scale development studies, we found that both methods are being used by nurse researchers, although it was not always possible to infer the calculation method. The two approaches can lead to different values, making it risky to draw conclusions about content validity. Scale developers should indicate which method was used to provide readers with interpretable content validity information. ß

The aim of this study was to develop a three-tier concept test to determine high school students' conceptual understanding in terms of chemical bonding, and at implementing a reliability and validity study for the test. A total of 175 high school students participated in the research. A three-tier test of 15 questions was employed in the study. Expert opinion was consulted for content and face validity. Furthermore, false positive and false negative values were also calculated for content validity, and on average these values were found to be less than 10%. Statistical analyses were performed for construct validity; Cronbach's Alpha coefficient was calculated as 0.74. To perform item analysis, the top 27% of the students and the bottom 27% of the students were determined. As a result, it was found that item difficulty indices ranged between .47 and .77, and that the discrimination indices were above .30. Following the analyses, both item difficulty indices and discrimination indices were found to be adequate. At the end of the study, Chemical Bonding Concept Test was considered to be reliable and valid.

Esta investigación está referida a la formulación de una prueba pedagógica cuyo objetivo es medir el rendimiento académico, así como los procesos cognitivos básicos y superiores del pensamiento, mediante la comprensión, el análisis y la aplicación de los principios rectores de los fenómenos que gobiernan las ciencias básicas, de los estudiantes de educación superior en un curso de Física (aplicada en Tecsup durante el semestre 2014-I).

Autora: Silvia Espinoza, Tecsup, Perú

The Watson-Glaser Critical Thinking Appraisal Test is one of the oldest, most frequently used, multiple-choice criticalthinking tests on the market in business, government, and legal settings for purposes of hiring and promotion. I demonstrate, however, that the test has serious constructvalidity issues, stemming primarily from its ambiguous, unclear, misleading, and sometimes mysterious instructions. Erroneously scored items further diminish the test's validity. As a result, having enhanced knowledge of formal and informal logic could well result in test subjects receiving lower scores on the test. Many of the W-G's validity issues, however, could be easily remedied.

The index of item-objective congruence developed by Rovinelli and Hambleton (1977) is a procedure used in test development for evaluating content validity at the item development stage. This measure is limited to the assessment of unidimensional items or items that measure specified composites of skills. In modern test development, items are sometimes developed to be multidimensional assessments or measures of multiple combinations of skills. The purpose of this research is to provide a mathematical extension to the Rovinelli and Hambleton index that is applicable for the multidimensional case.

Teaching tertiary mathematics entails the use of instructional materials which lead to independent learning. The study evaluated the content validity and level of acceptability of a developed worktext in Basic Mathematics 2. It also found the significant difference between the respondents' evaluation. Likewise, the study found the significant difference in the pretest and posttest performance between experimental and the control group and the difference between the posttest of the experimental and control groups. The study utilized the descriptive comparative method in determining the validity and acceptability of the developed worktext and the difference between the evaluation of experts/teachers and the student respondents. Quasi-experimental design was also used to find out if the worktext is effective in teaching the course employing t-test for correlated samples and t-test for independent samples. The result showed that the content validity and acceptability is very much valid and very much acceptable. The difference in the post-test between the experimental and the control groups was significant. It is concluded that the worktext is effective to be used in teaching the course.

Research in work performance involving employees from different types of jobs is needed. Therefore, there is a necessity of generic instrument in work performance. However, most instruments measuring individual work performance are only developed for specific purposes in particular jobs. Thus it is not appropriate to utilize in a research involving workers from different types of jobs. One of generic instruments measuring work performance is Individual work performance questionnaire (IWPQ). The purpose of this research is to do the adaptation process of IWPQ into Indonesian. The procedure in the adaptation process consists of forward translation, synthesis, back translation, back translation review, and cognitive debriefing. Content validity test using Aiken's V shows that all IWPQ items have high Aiken's V. The field test involving 231 employees shows that IWPQ has a good discriminant indexes, ranging from .447 to .734. The Indonesian version of IWPQ also has a good reliability, in task performance (TP) .871; contextual performance (CP) .858; and counterproductive work behavior (CWB) .814.

Nurse researchers typically provide evidence of content validity for instruments by computing a content validity index (CVI), based on experts' ratings of item relevance. We compared the CVI to alternative indexes and concluded that the widely-used CVI has advantages with regard to ease of computation, understandability, focus on agreement of relevance rather than agreement per se, focus on consensus rather than consistency, and provision of both item and scale information. One weakness is its failure to adjust for chance agreement. We solved this by translating item-level CVIs (I-CVIs) into values of a modified kappa statistic. Our translation suggests that items with an I-CVI of .78 or higher for three or more experts could be considered evidence of good content validity.

Abstrak

Kertas  kerja ini membincangkan tentang pembinaan, kesahan dan kebolehpercayaan  modul kerjaya  yang dibina berasaskan  pendekatan  Teori Cognitive Information Processing (CIP).  Teori CIP  menyediakan suatu rangka kerja untuk individu  agar berkeupayaan dalam  menyelesaikan masalah kerjaya dan seterusnya membolehkan ia membuat keputusan kerjaya, Sampson, Peterson, Reardon, & Lenz, (2000);. Sampson et al (2004).Menurut  Bertoch (2014), matlamat utama CIP adalah untuk membantu individu dalam membuat keputusan kerjaya, memperoleh kemahiran dalam membuat keputusan kerjaya iaitu dengan memperbaiki masalah kerjaya dan  seterusnya  membuat keputusan kerjaya. Kajian fasa pertama melibatkan pembinaan draf modul menerusi kajian kepustakaan  dan temu bual di kalangan peajar dan guru bimbingan dan kaunseling. Fasa kajian kedua pula pengkaji  telah melakukan kesahan muka dan kesahan kandungan modul. Manakala fasa ketiga adalah mendapatkan kebolehpercayaan modul melalui kajian rintis yang dijalankan. Fasa pertama menghasilkan 8 sesi  dan 23 aktiviti  di dalam modul. Manakala  dapatan fasa kedua menunjukkan semua pakar bersetuju dan memberikan beberapa cadangan penambahbaikan terhadap modul PPK-CIP. Manakala fasa ketiga memperoleh nilai  kebolehpercayaan modul yang baik. Implikasinya terhadap kaunselor dalam memudahkan kaunseling dan bimbingan kelompok kerjaya di sekolah dalam membantu mengurangkan  pemikiran kerjaya disfungsi  pelajar. Kajian ini boleh dilanjutkan dengan membuat kajian keberkesanan modul PPK-CIP terhadap pelajar yang menghadapi pemikiran kerjaya disfungsi.

Kata Kunci : Pembinaan, kesahan, kebolehpercayaan, pemikiran kerjaya disfungsi, modul, cognitive information processing, Modul Penyesuaian Pemikiran Kerjaya, pelajar

Purpose -The purpose of this study is to highlight the role of individual and training design factors on training transfer. Design/methodology/approach -A review of the literature is conducted, and this review highlights a dual role of perceived content validity in the form of increasing self-efficacy and the role of trainees' reaction. The study suggests that transfer design factors improve performance self-efficacy and reaction measures work as a bridge between content validity and transfer motivation. In addition, the role of transfer design in training transfer theory is explained. Findings -A combination of variables is proposed, suggesting further investigation to build a strong training transfer theory. The study highlights the dual role of perceived content validity as a factor to develop positive trainee reaction and increase trainee performance self-efficacy. Furthermore, the study proposes that transfer design and perceived content validity increase trainee performance self-efficacy, which leads to maximizing training transfer through transfer motivation. The study also explains that perceived content validity influences transfer motivation through trainee reaction, and proposes a framework coupled with future research directions.

This paper investigates the impact of content validity of language tests on both teacher and learner. Educational evaluation produces too much stress in both teacher and learner, but it is given less attention by the teacher than any other teaching tasks. This inconvenience comes from the doubt with which this topic is approached. Tests are supposed to focus on core syllabus constituents to find how much the learner achieved. In this attempt we went through some examinations that seemed to lack content validity. We found that when the exam lacked this feature, most of the teaching would be focused in the techniques of examination rather than doing real teaching. It was also found that students did not refer to their textbooks as source of knowledge but exerted all efforts only to collect marks. The result of these practices yielded failure in the achievement of pedagogical objectives of language education.

Psychologists have demonstrated the value of diversity – particularly diversity of viewpoints – for enhancing creativity, discovery, and problem solving. But one key type of viewpoint diversity is lacking in academic psychology in general and social psychology in particular: political diversity. This article reviews the available evidence and finds support for four claims: (1) Academic psychology once had considerable political diversity, but has lost nearly all of it in the last 50 years. (2) This lack of political diversity can undermine the validity of social psychological science via mechanisms such as the embedding of liberal values into research questions and methods, steering researchers away from important but politically unpalatable research topics, and producing conclusions that mischaracterize liberals and conservatives alike. (3) Increased political diversity would improve social psychological science by reducing the impact of bias mechanisms such as confirmation bias, and by empowering dissenting minorities to improve the quality of the majority’s thinking. (4) The underrepresentation of non-liberals in social psychology is most likely due to a combination of self-selection, hostile climate,and discrimination. We close with recommendations for increasing political diversity in social psychology.

Integration with evolutionary theory could enhance personality theory by generating original predictions about the mechanisms governing personality. Novel hypotheses about how personality works can be derived from theories about the ultimate function of personality traits. Personality psychology currently describes and explains how personality is structured and how the mechanisms that produce such differences in behavioural patterns work. Personality theorists observe how personality differences develop and explain the proximate ('how

Artikel ini bertujuan mengenal pasti kesahan kandungan bagi Indikator Kemahiran Literasi Awal (IKLA) yang digunakan untuk menilai kemahiran literasi awal kanak-kanak berumur 3+ hingga 4+ tahun. Pengkaji menjalankan kajian tinjauan deskriptif terhadap 21 orang pendidik untuk mendapatkan kesahan kandungan bagi IKLA. Pengkaji telah mengedarkan Borang Soal Selidik Kesahan Kandungan (Pendidik) bagi IKLA yang keseluruhannya mengandungi 55 item, dan satu salinan lengkap IKLA kepada setiap pendidik yang mengandungi beberapa media, iaitu; (i) Buku Panduan IKLA; (ii) Buku Cerita “Ta Ta Rumah”; (iii) Borang Catatan Skor Kanak-kanak; dan (iv) Microsoft Excel IKLA. Setiap pendidik bertanggungjawab untuk menilai kebolehgunaan IKLA, dan kandungan kesemua media IKLA tersebut dalam menilai kemahiran literasi awal kanak-kanak. Dapatan kajian menunjukkan kesahan kandungan bagi IKLA adalah tinggi yang merangkumi kebolehgunaan IKLA, Buku Panduan IKLA, buku cerita “Ta Ta Rumah”, Borang Catatan Skor Kanak-kanak, dan Microsoft Excel IKLA. Ini bermakna IKLA mempunyai kesahan kandungan yang baik dalam menilai kemahiran literasi awal kanak-kanak. Oleh itu, IKLA boleh digunakan oleh pendidik untuk menilai kemahiran literasi awal kanak-kanak berumur 3+ hingga 4+ tahun.

(This article aims to identify on the content validity of Early Literacy Skills Indicators (IKLA) to assess early literacy skills of children ages 3+ to 4+ year. The researchers conducted a descriptive survey of 21 educators to gain content validity of IKLA. The researchers has distributed the IKLA Content Validation Questionnaire (Educator) with 55 items in total, and a full copy of IKLA to each educator containing several media, namely; (i) IKLA Guidebook; (ii) “Ta Ta Rumah” storybook; (iii) Child Scores Record Form; and (iv) IKLA Microsoft Excel. Each educator is responsible for assessing the usefulness of IKLA, and the content of all IKLA media in evaluating early literacy skills of children. Research indicated that the content validity of IKLA was high, including IKLA usability, IKLA Guidebook, "Ta Ta Rumah" storybook, Child Score Record Form, and IKLA Microsoft Excel. This means that IKLA had good content validity in evaluating early literacy skills of children. Thus, IKLA can be used by educators to evaluate early literacy skills of children ages 3+ to 4+ years.)

The purpose of this study was to display the effectiveness of restoring the test items on the relevancy of responses to the construct to be measured. 22 Items were selected from the Turkish version of PISA 2006 science component. Based on the revisions made PISA revised Turkish test was formed (PISA-RT). PISA-RT and PISA original Turkish tests (PISA-OT) were administered to two independent group of 30 students in each. These tests were administered to two equivalent groups. The group who took the PISA-RT performed significantly better than the one who took PISA-OT in all of the 22 items in the test.

Consultation is an important feature of research and, increasingly, researchers are required to work in partnership with stakeholders to increase the impact of their work. Our aim is to demonstrate what can be learned from the scholarship on, and practice of, member checking to facilitate productive knowledge exchange. Using dialogical analysis we explore three member check interactions from three different qualitative psychology projects focusing our analysis on difficult moments between researchers and participants conceptualised here as ‘sore spots’. We identify two major genres in these sequences: participant ambivalence and participant challenge. We then consider passages that allow us to explore a more theoretical understanding of these two genres in terms of the metaphor of portraits and mirrors. Overall, we outline how implicit epistemologies and theories of subjectivity (uncomplicated, blank, and complex) may be linked to the way in which stakeholders approach research. We also provide a map with regard to the theories within which member checks can be undertaken, associated research practices in terms of a range of researcher responses to stakeholder ambivalence and challenge, and implications of these moments for knowledge exchange for qualitative research but also for psychological science as a whole. We conclude that sore spots in knowledge exchange process can be productive opportunities of transformational validity.

Keywords: member check; knowledge exchange; research impact; dialogical analysis; participant validation

An examination of hassle and uplift scale factor structures and checklists from daily diary research revealed a paucity of interpersonal events on the former. In addition, interpersonal positive and negative events were found to be prominent predictors of distress and well-being outcomes in diary research. Using Lazarus and Folkman's appraisal model of stress this paper illustrates day to day interpersonal events as important inclusions on hassle and uplift scales and as predictors underlying the person-environment relationship. The study (n D 124) examined the predictive utility of including a range of interpersonal events to one of the most commonly used hassle and uplift measures (developed by Delongis et al.) in the literature. Four outcomes, encapsulating distress and well-being concepts were used. The Percieved Stress (PSS) and Satisfaction with Life Scales (SWLS) measure global concepts of perceived distress and life satisfaction and the Positive and Negative Affect Scales (PANAS) allowed for investigation of events with dichotomous distress and well-being outcomes. Regression analyses ordered the entry of the interpersonal events to follow the Delongis measures and a new group of events relevant to a University student population. The results supported the notion that groups of both positive and negative interpersonal events were important measures over and above other hassles and uplifts (including the Delongis measure). These findings in combination with diary research suggest that current hassle and uplift scales may inadequately measure daily interpersonal sources of distress and well-being.

An English placement test (PT) is an essential component of any foundation program. It helps place students into their suitable language proficiency level so that they do not spend time learning materials below or above their levels. It also helps teachers to prepare teaching materials to students of similar levels (Brown, 2004; Illinois, 2012). This paper aims to investigate the extent to which the English Language PT used at Colleges of Applied Sciences (CAS) is achieving this goal by exploring teachers' and students' perceptions of the current exam via questionnaires and interviews. Furthermore, it examines the format and content of the PT and students' PT score against their mid-term score. It was found that face validity of CAS PT ranged from low (teachers) to moderate (students). The majority of teachers and students emphasized the importance of including the listening and speaking components in the test. Moreover, a modified version of the reading section of the test needs to be incorporated into the test. Another suggested using a valid certified computerized test. For future research, it is recommended to design a new test, taking into consideration the findings of this research and pilot it to test its effectiveness. Furthermore, an analytical test of the current marking criteria is essential to check its clarity and consistency.

Psychologists have demonstrated the value of diversity-particularly diversity of viewpoints-for enhancing creativity, discovery, and problem solving. But one key type of viewpoint diversity is lacking in academic psychology in general and social psychology in particular: political diversity. This article reviews the available evidence and finds support for four claims: 1) Academic psychology once had considerable political diversity, but has lost nearly all of it in the last 50 years; 2) This lack of political diversity can undermine the validity of social psychological science via mechanisms such as the embedding of liberal values into research questions and methods, steering researchers away from important but politically unpalatable research topics, and producing conclusions that mischaracterize liberals and conservatives alike; 3) Increased political diversity would improve social psychological science by reducing the impact of bias mechanisms such as confirmation bias, and by empowering dissenting minorities to improve the quality of the majority's thinking; and 4) The underrepresentation of nonliberals in social psychology is most likely due to a combination of self-selection, hostile climate, and discrimination. We close with recommendations for increasing political diversity in social psychology.

OBJECTIVE: To develop a Rasch-based version of a mobility questionnaire (MobQues28) for children with cerebral palsy (CP). DESIGN: Cross-sectional study. SETTING: Private physical therapy practices and outpatient departments of hospitals and rehabilitation centers. PARTICIPANTS: Parents of 323 ambulatory children with CP (Gross Motor Function Classification System [GMFCS] level I-IV; aged, 2-13y). INTERVENTIONS: Not applicable. MAIN OUTCOME MEASURE: The mobility questionnaire measures mobility limitations in children with CP by rating the difficulty of executing 47 mobility activities, as reported by the parents. Items for the Rasch-based version were selected based on fit to the Rasch measurement (partial credit) model and invariance of item characteristics across GMFCS level, age group, or sex. RESULTS: Analysis revealed a fitting model when nonambulant and/or 2-and 3-year aged children were excluded (leaving a final sample of n=246) and answering categories were collapsed from 9 to 5. Thirteen items were removed from the questionnaire due to misfit to the model, 5 because of disordered thresholds, and 1 because of invariance across age group. Twentyeight items out of the original 47 items showed good fit to the model. CONCLUSIONS: The 28-item version of the mobility questionnaire (MobQues28) provides sound measurement properties for measuring mobility limitations in ambulant children with CP, aged 4 to 13 years, and shows promise as an instrument for research purposes.

The authors developed and validated a measure of teachers' motivation toward specific work tasks: The Work Tasks Motivation Scale for Teachers (WTMST). The WTMST is designed to assess five motivational constructs toward six work tasks (e.g., class preparation, teaching). The authors conducted a preliminary (n = 42) and a main study among elementary and high school teachers (n = 609) to develop and validate the scale. Overall, results from the main study reveal that the WTMST is composed of 30 reliable and valid factors reflecting five types of motivation among six work tasks carried out by teachers. Results based on an extension of the multitrait-multimethod approach provide very good support for assessing teachers' motivation toward various work tasks. Support for the invariance of the WTMST over gender and teaching levels was also obtained. Results are discussed in light of self-determination theory and the multitask perspective.

The development and validation of the Spanich-English Verbatim Translation Exam (SEVTE) is described. The test is for use by the Federal Bureau of Investigation (FBI) in the selection of applicants for the positions of Language Specialist or Contract Linguist. The report is divided into eight sections. Section .i descrites the need for the test, reviews the literature on the testing of translation ab.ility, and discusses the development of translation skill level descriptions. Section 2 describes the multiple-choice and production sections of the SEVTE, scoring procedures and time limits. Sections 3 and 4 describe the development, trialing, and pilot testing. Section 5 describes the design and validation study, which included members of the FBI, Houston Police Department, and professional translators. Section 6 presents statistics on the scores of the subjects, and analyzes the reliability of each SEVTE section. Section 7 discusses content validity. Section 8 describes the equating of the two parallel forms, and the establishment of a cut score on the SEVTE multiple-choice section. Appended materials _include sample test items, administration instructions, scoring guie lines, the FBI/Center for Applied Linguistics Translation Skill Level Descriptions, questionnaires. and other data collection instruments. (Author/VWL) *

This paper presents results of a study attempting to identify the extent to which teacher effectiveness research and research into teacher interpersonal behavior can help us collect valid and reliable evaluative data from students about their teacher behavior. The major findings of teacher effectiveness research are outlined and the process that was followed in order to design questionnaire measuring student views of their teacher behavior in the classroom is presented. The main findings of research into teacher interpersonal behavior are also presented, and the process that was followed in order to translate, to Greek, the Questionnaire on Teacher Interaction (QTI) and examine its content validity is described. A stratified sample of 38 primary schools in Cyprus was selected and the two questionnaires were administered to all year-6 students (N=1973) from each class (N=92) of the school sample. Evidence supporting the reliability, discriminate validity, and construct validity of ea...

Rationale, aims and objectives The extent to which individuals' perceptions of risk for type 2 diabetes are related to their actual risks and health-promoting behaviours is not well known. Yet perception of risk for type 2 diabetes may influence the likelihood that individual would engage in preventive behaviours. The purpose of this study was to evaluate the psychometric properties of the perception of risk factors for type 2 diabetes (PRF-T2DM). Methods A descriptive, correlational, methodological design was used to conduct this study. The sample consisted of 629 adults from 42 states of the United States. A demographic questionnaire, the PRF-T2DM, the health-promoting lifestyle profile II and the depressive cognition scale were used to collect the data. Data analyses consisted of descriptive statistics, scale and item analyses, Pearson's correlation analysis, and exploratory and confirmatory factor analyses. Results The PRF-T2DM has a Cronbach's alpha of 0.81. Both extracted factors had Cronbach's alphas of 0.74 and 0.80, respectively. Most inter-item and item-to-total correlation coefficients for factor 1 and factor 2 met the recommended criteria of r = 0.30 to r = 0.70. The PRF-T2DM achieved all minimum recommended criteria for model fit (c 2 /d.f. = 2.33, goodness of fit index = 0.95, adjusted goodness of fit index = 0.93, comparative fit index = 0.94, root mean square error of approximation = 0.05, root mean residual = 0.05 and the P value for test of close fit = 0.33). Conclusions All statistical estimates and measures of model fit were above the standard recommended criteria. The scale has potential uses in research and clinical practice. Further development and psychometric evaluation of the PRF-T2DM is warranted.

This study assessed the content validity of May/June West African Senior School Certificate Examination (WASSCE) questions in Chemistry from 1999–2002. The researchers analysed the taxonomic spread of the content of the Senior Secondary School Core Curriculum in the 1999-2002 WASSCE questions in Chemistry. The Core Curriculum for Chemistry and WASSCE Chemistry question papers were the main sources of data. 170 performance objectives from the Core Curriculum and 590 questions from WASSCE examination papers were classified against the cognitive levels. The results indicated that some topics were over-emphasised, under-emphasised or totally ignored in WASSCE whilst the questions emphasised more of such lower levels of the cognitive domain as knowledge and comprehension. Based these findings, it was recommended that teachers should maintain the emphasis accorded the topics in the Core Curriculum at the various relevant cognitive levels; the examiners of WASSCE should employ the services of test experts to ensure adequate use of Table of Specifications in their test development and ensure content validity.

Nurse researchers typically provide evidence of content validity for instruments by computing a content validity index (CVI), based on experts' ratings of item relevance. We compared the CVI to alternative indexes and concluded that the widely-used CVI has advantages with regard to ease of computation, understandability, focus on agreement of relevance rather than agreement per se, focus on consensus rather than consistency, and provision of both item and scale information. One weakness is its failure to adjust for chance agreement. We solved this by translating item-level CVIs (I-CVIs) into values of a modified kappa statistic. Our translation suggests that items with an I-CVI of .78 or higher for three or more experts could be considered evidence of good content validity. ß

The early identification of motor coordination challenges before school age may enable close monitoring of a child's development and perhaps ameliorate some of the social, psychological and behavioral sequela that often accompany unrecognized Developmental Coordination Disorder (DCD). The purpose of this study was to develop and assess the initial psychometric properties of a screening tool, the Little DCD Questionnaire (Little DCDQ), designed to identify DCD amongst preschoolers aged 3 and 4. Methods: The suitability of the items of the DCDQ'07 for 3-and 4-year-old children was assessed. Four items were found to be suitable and new items were generated. Content validity was ensured using a Table of Specification and the items were categorized into three sub-categories (Control During Movement, Fine Motor and General Coordination). The Little DCDQ was administered to 146 children (91 boys) aged 3 and 4 (mean age = 49.39 AE 7.16 months). Ninety-one typically developing children were included (mean age = 47.80 AE 7.05 months; 46 boys) while 55 children had been referred or were being treated for some form of developmental delay (mean age = 52.02 AE 6.60 months; 45 boys). Of this sample, 28 parents completed the questionnaire twice within a 2-week interval. Results: Test-retest reliability was evidenced by moderate to good intraclass correlation coefficient values between scores on the two administrations for the total and the three sub-category scores. Evidence of internal consistency was provided by adequate to high Cronbach's alpha coefficients calculated for each item, each sub-category score and the total score for the total group, and separately for the control group and the clinically referred group. Validity evidence based on relations to other variables was provided by the finding of significant group differences (clinically referred and control) for the total and sub-category scores for both the age groups and the total group. Conclusions: Based on the preliminary psychometric evidence, it appears that the Little DCDQ meets many of the necessary standards for validity and reliability as a screening instrument, and shows promise as a useful clinical and research tool.

The visuospatial development is one of the most important foundations of development, since it plays the role of the primary function of all learning and communication, and forms the mental representations of the outside world. On the other hand, this development simultaneously contains spatial information and directs all movements in space. Measurement of this development and its various dimensions is vital in the early years of life, since with this information we can estimate the visuospatial capacity of the child and examine the change of this basic capacity during life span. The aim of the present study was to provide psychometric properties for the visuospatial development questionnaire (Harry Wachs, 2014) for use in Iran. A questionnaire was filled out on 348 preschool children in Mashhad that were selected randomly by multistage stratified sampling method and psychometric indices were calculated using statistical software. The findings showed that the questionnaire had a satisfactory content and structure validity and also reliability. The results of the confirmatory factor analysis also showed that the structure of the questionnaire has an acceptable fit with the data. These factors were named in accordance with the main research, body awareness and sense; location of body in space; relation of object to self, other objects and people; conservation of space; Visual-logical reasoning; Representational thought; their coefficients of internal consistency were 0.83, 0.79, 0.67, 0.80, 0.72 and 0.61, respectively. These results show that the Visuopatial development Questionnaire can be used as a tool for measuring the concept of the visuospatial development in Iran.

Linking language assessments is becoming a matter of greater concern with the advent of educational frameworks used to orient curricula and pro®le attainment. Generally speaking these projects do not command the resources or know-how for fully¯edged comparability projects, but the extent to which they often appear to rely solely upon expert judgement is surprising. The measurement literature recognises ®ve classic ways of linking separate assessments with a decreasing degree of rigour: (1) equating; (2) calibrating; (3) statistical moderation; (4) predicting (or benchmarking); and (5) social moderation (or standards-oriented assessment). This article outlines practical ways in which the principles of these techniques have been employed on a modest scale to solve linking problems in a low stakes context: Eurocentres. It then goes on to argue that social moderation is potentially the strongest form of linking because it implies the development and validation of a common view of a construct. Finally, the article introduces the Common European Framework recently published by the Council of Europe, which consists of a descriptive scheme and validated pro®ciency scales, but suggests that putting a common framework into practice will be accomplished more easily if the ideas behind the classic linking methodologies are employed in the process. #