scholarly journals Validity Evidence of the Test of Word Reading for Portuguese Elementary Students

2017 ◽  
Vol 33 (6) ◽  
pp. 460-466 ◽  
Author(s):  
Séli Chaves-Sousa ◽  
Iolanda Ribeiro ◽  
Fernanda Leopoldina Viana ◽  
Ana Paula Vale ◽  
Sandra Santos ◽  
...  
Keyword(s):  
Elementary Students ◽  
Internal Structure ◽  
Word Reading ◽  
Digit Span ◽  
Dimensional Structure ◽  
Evidence Based ◽  
Validity Evidence ◽  
Test Form ◽  
Reading Accuracy ◽  
The Relationship

Abstract. This article presents data concerning the validity evidence of a test of word reading (TLP – Teste de Leitura de Palavras) that assesses single-word reading accuracy in Portuguese students from Grades 1 to 4. The test is composed of four vertically scaled forms, one for each grade, allowing for the evaluation of students’ word reading progression. In the internal structure-related evidence validity study, administration of the TLP to 905 Portuguese elementary students confirmed its one-dimensional structure. In the evidence based on the relationship with other variables’ study, 280 Portuguese elementary students were assessed with each TLP test form and criterion measures (reading tests, digit span, and vocabulary measures). Significant correlations were observed between results from the TLP test forms, reading instruments, short-term memory, and vocabulary measures. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables of the TLP for the assessment of word reading accuracy in Portuguese elementary students.

Factor Structure of the Scales for Assessing Emotional Disturbance : 3 Rating Scale for Students Identified With Emotional Disturbance

2021 ◽  
pp. 019874292110123
Author(s):  
Matthew C. Lambert ◽  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Internal Structure ◽  
Emotional Disturbance ◽  
Factor Structure ◽  
Rating Scale ◽  
Factor Model ◽  
Distinct Group ◽  
Considerable Proportion ◽  
Evidence Based ◽  
Validity Evidence ◽  
Common Variance

This study examined the internal structure of the Scales for Assessing Emotional Disturbance-3 Rating Scale (RS), a teacher-completed RS developed to measure emotional disturbance (ED). As defined in U.S. law and regulations, ED involves five characteristics or patterns of behavioral and emotional maladaptation. RS data obtained on a sample of students with ED were used to examine validity evidence based on the internal structure of the assessment. Of particular interest was the extent to which multivariate factors derived from the RS data conform to the five characteristics of ED stated in the definition. Results indicate that the RS data fit a 5-factor model reasonably well. A subsequent bifactor analysis identified a considerable proportion of common variance across factors, suggesting the presence of a strong general ED factor, two distinct group factors (Inability to Learn and Inappropriate Behavior), and three weak group factors. The findings provided evidence of the validity of the SAED-3 RS based on internal structure and pointed to support for use of the RS in contributing to the process of determining whether a student qualifies for the ED education disability. Implications for improved research on the nature of ED and how students with ED can be better served are discussed.

Validity Evidence based on Internal Structure of Scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample

2016 ◽  
Vol 19 ◽  
Author(s):  
Igor Esnaola ◽  
John Freeman ◽  
Marta Sarasa ◽  
Arantza Fernández-Zabala ◽  
Inge Axpe
Keyword(s):  
Factor Analysis ◽  
Stress Management ◽  
Internal Structure ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Self Concept ◽  
Equation Modeling ◽  
Evidence Based ◽  
Validity Evidence ◽  
Power Prediction

AbstractThe purpose of this study was to analyze the reliability and validity evidence of scores on the Spanish version of EQ-i: YV-S in Spanish adolescents. The total sample was comprised of 508 participants from Grades 7 to 12, 241 males (47.4%) and 267 females (52.6%), each of whom completed the questionnaires on two separate occasions. Three [intrapersonal (α = .83, CR = .86, and McDonald Omega = .86), stress management (α = .83, CR = .86, and McDonald Omega = .85) and adaptability (α = .82, CR = .85, and McDonald Omega = .85)] of the four scales had acceptable internal consistency. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used with FACTOR and EQS version 6.1 software to examine validity evidence based on internal structure drawn from the scores on the EQ-i: YV-S, supporting the multidimensionality of the questionnaire. Three models were tested; the best fit to the data was the hierarchical model (S-Bχ2/ df = 2.11, CFI = .93 and RMSEA = .047), which hypothesized that the four specific factors (interpersonal, intrapersonal, stress management, and adaptability) were explained with a second-order factor, Emotional-Social-Intelligence (ESI). Finally, significant positive correlations were found between general self-concept and EQ-i: YV-S [interpersonal (r = .153, p < .001), intrapersonal (r = .235, p < .001), stress management (r = .145, p < .001), adaptability (r = .311, p < .001) and ESI (r = .360, p < .001)]; ESI showed significant direct power prediction of the general self-concept (.52) as demonstrated through structural equation modeling.

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

2017 ◽  
Vol 8 (2) ◽  
pp. 59
Author(s):  
Amsal Hadi Huwailah ◽  
Masad Naghah Abu Al Diyar
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Learning Difficulties ◽  
Spatial Span ◽  
Reading Accuracy ◽  
Span Test ◽  
Accuracy Test ◽  
Males And Females ◽  
The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory. 

scholarly journals The relationship between learner engagement and teaching effectiveness: a novel assessment of student engagement in continuing medical education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME. Methods We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r = 0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha = 0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain. Conclusion Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

scholarly journals Context Availability and the Development of Word Reading Skill

1996 ◽  
Vol 28 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Paula J. Schwanenflugel ◽  
Caroline R. Noyes
Keyword(s):  
Lexical Processing ◽  
Word Reading ◽  
Word Meanings ◽  
Reading Accuracy ◽  
Context Availability ◽  
Skilled Reading ◽  
Word Concreteness ◽  
The Relationship ◽  
5Th Grade ◽  
Speed And Accuracy

The influence of word meanings on lexical processing in 2nd-, 3nd-, and 5th-grade high- and low-skill readers was examined. Two experiments examined the relationship between semantic correlates of word concreteness (specifically, rated imageability and context availability) and lexical processing speed and accuracy. Rated context availability was a significant predictor of lexical decision times and word reading accuracy beyond nonsemantic factors. However, context-availability effects were larger in young and low-skill readers. Thus, the ability to retrieve the meanings of low-context-availability words easily is an important component in the development of skilled reading.

scholarly journals Validitas Tes Keterampilan Berpikir Kritis Remaja (TKBKR) di Universitas Pendidikan Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Lucky Nindi R. Marfu’i ◽  
Veno D. Krisnanda
Keyword(s):  
Critical Thinking ◽  
Internal Structure ◽  
External Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Response Process ◽  
Analysis And Evaluation ◽  
The Relationship ◽  
Validity Of Tests

This study aims to examine the validity of tests of critical thinking skills in adolescents. Validity tested based on; 1) test content, 2) response process, and 3) internal structure. The constructs of Critical Thinking Skills are 23 questions with the correct answer wrong with the answer answers in the form of reasons supporting the correct wrong answers. The subjects in this study amounted to 304 students from six faculties, namely FPMIPA, FIP, FPOK, FPIPS, FPBS, and FPTK at the Indonesian University of Education. The results of the study showed that of the 36 questions there were only 23 questions that could be maintained because 13 questions that had fallen had poor validity and measurement of adolescent critical thinking skills. Based on the results of the validity test of proof of the contents of the language expert, critical thinking experts, and experts in analytical ability mathematically evaluate that this test is feasible to use and the constructed answer key is in accordance with the questions presented. Based on evidences of the internal structure, it is explained that the KMO value of the results of factor analysis shows the number 0.570 with 2 components formed, namely analysis and evaluation capabilities. Suggestions for further research, TKBK has not been tested in its external validity in depth so that there needs to be evidence based on the relationship to other variables and based on the consequences of the test.

scholarly journals The Relationship between Learner Engagement and Teaching Effectiveness: A Novel Assessment of Student Engagement in Continuing Medical Education

2020 ◽  
Author(s):  
Christopher R. Stephenson ◽  
Sara L. Bonnes ◽  
Adam P. Sawatsky ◽  
Lukas W. Richards ◽  
Cathy D. Schleck ◽  
...  
Keyword(s):  
Medical Education ◽  
Factor Analysis ◽  
Internal Structure ◽  
Internal Consistency ◽  
Teaching Effectiveness ◽  
Internal Consistency Reliability ◽  
Validity Evidence ◽  
Response Process ◽  
Learner Engagement ◽  
The Relationship

Abstract Background: Continuing medical education (CME) often uses passive educational models including lectures. However, numerous studies have questioned the effectiveness of these less engaging educational strategies. Studies outside of CME suggest that engaged learning is associated with improved educational outcomes. However, measuring participants’ engagement can be challenging. We developed and determined the validity evidence for a novel instrument to assess learner engagement in CME.Methods: We conducted a cross-sectional validation study at a large, didactic-style CME conference. Content validity evidence was established through review of literature and previously published engagement scales and conceptual frameworks on engagement, along with an iterative process involving experts in the field, to develop an eight-item Learner Engagement Instrument (LEI). Response process validity was established by vetting LEI items on item clarity and perceived meaning prior to implementation, as well as using a well-developed online platform with clear instructions.. Internal structure validity evidence was based on factor analysis and calculating internal consistency reliability. Relations to other variables validity evidence was determined by examining associations between LEI and previously validated CME Teaching Effectiveness (CMETE) instrument scores. Following each presentation, all participants were invited to complete the LEI and the CMETE. Results: 51 out of 206 participants completed the LEI and CMETE (response rate 25%) Correlations between the LEI and the CMETE overall scores were strong (r=0.80). Internal consistency reliability for the LEI was excellent (Cronbach’s alpha=0.96). To support validity to internal structure, a factor analysis was performed and revealed a two dimensional instrument consisting of internal and external engagement domains. The internal consistency reliabilities were 0.96 for the internal engagement domain and 0.95 for the external engagement domain.Conclusion: Engagement, as measured by the LEI, is strongly related to teaching effectiveness. The LEI is supported by robust validity evidence including content, response process, internal structure, and relations to other variables. Given the relationship between learner engagement and teaching effectiveness, identifying more engaging and interactive methods for teaching in CME is recommended.

Reliability and Validity of a Questionnaire for Assessing Self-Perceived Health-Related Fitness in Spanish Children

2020 ◽  
Vol 23 ◽  
Author(s):  
Carlos Ayán ◽  
Tania Fernández-Villa ◽  
Antía Duro ◽  
Antonio Molina de la Torre
Keyword(s):  
Internal Structure ◽  
Intraclass Correlation ◽  
Perceived Health ◽  
Evidence Based ◽  
Validity Evidence ◽  
Good Test ◽  
Retest Reliability ◽  
Health Related ◽  
Test Retest Reliability ◽  
Health Related Fitness

Abstract There is a need for developing tools aimed at assessing fitness in children, due to its relationship with health. This study is aimed at testing the reliability and the validity of a questionnaire designed for assessing self-perceived health-related fitness in Spanish children. The questionnaire was created based on the model of physical self-concept developed by Fox and Corbin (1989) who conceived four sub-domains: Sport competence, attractive body, strength and physical condition. A total of 283 children (mean age: 10.80 ± 0.69 years; 45.6% girls) answered the questionnaire twice, in order to determine its test-retest reliability. The results obtained in the International Fitness Scale (IFIS) and on a fitness battery were used to determine its validity evidence based on relations to other variables. Exploratory and factorial analyses were performed to check its validity evidence based on internal structure. The obtained results indicated that the questionnaire showed an accurate validity evidence based on internal structure and a very good test-retest reliability, Intraclass correlation coefficient: .88; 95% CI [.84, .90]. The questionnaire established moderate correlations with the IFIS questionnaire (ρ = –.51 to –.68) and the fitness level showed by the children (ρ = –.53). These findings indicate that the questionnaire can be a useful research tool for assessing self-perceived health-related fitness in children.

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