Assessment of the Measurement Model of Caregivers' Report on the Behavioral Assessment System for Children--2 in Foster Children

2011 ◽  
Author(s):  
Joy Gabrielli ◽  
Yo Jackson ◽  
Lauren D. Stokes ◽  
Todd D. Little
Keyword(s):  
Foster Children ◽  
Behavioral Assessment ◽  
Measurement Model ◽  
Assessment System

Relation of home chaos to cognitive performance and behavioral adjustment of Pakistani primary school children

2011 ◽  
Vol 35 (6) ◽  
pp. 507-516 ◽  
Author(s):  
Syeda Shamama-tus-Sabah ◽  
Nighat Gilani ◽  
Theodore D. Wachs
Keyword(s):  
Primary School ◽  
Cognitive Performance ◽  
School Children ◽  
Behavioral Problems ◽  
Behavioral Assessment ◽  
Developed Countries ◽  
Assessment System ◽  
Primary School Children ◽  
Raven's Standard Progressive Matrices ◽  
Home Chaos

Recent findings from Western developed countries have linked home chaos to children’s cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion, Hubbub, and Order Scale (CHAOS) was translated into Urdu and administered to mothers. Children were assessed using the parent and teachers rating forms of the Behavioral Assessment System for Children and the Raven's Standard Progressive Matrices. Home chaos was not related to children’s cognitive performance. However, replicating previous findings from Western developed countries, greater home chaos uniquely predicted higher levels of internalizing and externalizing behavioral problems as well as lower levels of adaptive behavior in Pakistani children, as rated by both mothers and teachers.

Psychosocial Status of Children with Auditory Processing Disorder

2012 ◽  
Vol 23 (03) ◽  
pp. 222-233 ◽  
Author(s):  
Nicole V. Kreisman ◽  
Andrew B. John ◽  
Brian M. Kreisman ◽  
James W. Hall ◽  
Carl C. Crandell
Keyword(s):  
Auditory Processing ◽  
Language Disorder ◽  
Behavioral Assessment ◽  
Psychosocial Health ◽  
Analysis Data ◽  
Assessment System ◽  
Auditory Processing Disorder ◽  
Psychosocial Status ◽  
Social Skills Rating System ◽  
Children With Hearing Loss

Background: Children with hearing loss often exhibit reduced psychosocial status compared to children with normal hearing. It is reasonable to assume that psychosocial function may also be affected in children diagnosed with auditory processing disorder (APD). However, there are no published studies specifically addressing the psychosocial health of children with APD. Purpose: This investigation examined relationships between APD and psychosocial status, with an aim to examine nonauditory factors that may influence quality of life of children diagnosed with APD. Research Design: A two-matched group design was employed. Participants and their mothers completed appropriate versions of the Dartmouth Primary Care Cooperative Information Project Charts for Adolescents (COOP-A), the Behavioral Assessment System for Children, Second Edition (BASC-2), and the Social Skills Rating System (SSRS). Study Sample: Participants consisted of 19 children (aged 9.5–17.8 yr; mean = 11.9) diagnosed with APD and 20 gender- and age-matched (mean = 12.8 yr) children with no evidence of APD by history or audiological assessment. Primary caretakers (mothers) of the participants also completed psychosocial questionnaires according to their perception of their participating child's function. Data Collection and Analysis: Data were collected at a single visit, following APD diagnosis. Data from each questionnaire were analyzed using appropriate statistical methods for two-group comparisons. Results: Analysis of child reports revealed significantly greater psychosocial difficulty in the APD group on subscales of the COOP-A and BASC-2. Increased problems in the APD group were also reported by parents on subscales of the COOP-A, BASC-2, and SSRS. Eta-squared values for all significant findings indicated moderate to large effect sizes, suggesting findings may be generalized to other children in this age group. No between-group differences were found on any subscale for APD children with or without a confirmed or suspected language disorder. Conclusion: We found that children with APD exhibit increased psychosocial difficulty in several areas compared to children without APD.

Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

2016 ◽  
Vol 35 (6) ◽  
pp. 628-632
Author(s):  
Bridget V. Dever ◽  
Emily K. Gallagher ◽  
Craig D. Hochbein ◽  
Austin Loukas ◽  
Chenchen Dai
Keyword(s):  
Cluster Analysis ◽  
Externalizing Problems ◽  
Behavioral Assessment ◽  
Assessment System ◽  
Validity Evidence ◽  
Final Solution ◽  
Adjustment Problems ◽  
Cluster Membership ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk

Behavioral and emotional problems among children and adolescents can lead to numerous negative outcomes without intervention. From a prevention standpoint, screening for behavioral and emotional risk is an important step toward identifying such problems before the point of diagnosis or referral. The present study conducted a k-means cluster analysis to determine the subtypes of risk captured by one such screening instrument, the Behavioral and Emotional Screening System (BESS). The final solution produced four clusters: Well-Adapted, Internalizing/Adjustment Problems, Mild Externalizing Problems, and General Problems-Severe; these results were similar to those found with the full Behavioral Assessment System for Children, Second Edition (BASC-2), suggesting that the BESS assesses similar constructs. Predictive validity evidence suggested that cluster membership was associated with standard achievement scores and in-school disciplinary incidents.

Why Bother Designing Your Own Strategic Level Behavioral Assessment System?

2021 ◽  
pp. 71-101
Author(s):  
Chris Butterworth ◽  
Morgan Jones ◽  
Peter Hines
Keyword(s):  
Behavioral Assessment ◽  
Assessment System

scholarly journals PENGEMBANGAN MODEL PENILAIAN AKHLAK PESERTA DIDIK MADRASAH ALIYAH

2013 ◽  
Vol 17 (2) ◽  
pp. 347-368
Author(s):  
Septimar Prihatini ◽  
Djemari Mardapi ◽  
Sutrisno Sutrisno
Keyword(s):  
Focus Group ◽  
Sampling Technique ◽  
Expert Judgment ◽  
Measurement Model ◽  
Assessment System ◽  
Assessment Model ◽  
Self Report ◽  
Internal Reliability ◽  
Rater Reliability ◽  
Purposive Sampling

Tujuan penelitian ini adalah mengembangkan model penilaian akhlak peserta didik Madrasah Aliyah. Konstruk akhlak dikembangkan dengan pendekatan akhlak sebagai aspek afektif dan konsep religiousity dari Glock and Stark (1966). Penelitian pengembangan ini menggunakan metode lapor diri dan observasi tak langsung, melibatkan 291 siswa dan 26 guru dengan teknik purposive sampling. Pengujian kualitas instrumen meliputi: validasi tampang, isi, dan konstruk; reliabilitas (konsistensi internal dan reliabilitas interrater); dan uji stabilitas instrumen. Hasil pe-nelitian ini adalah: (1) Model penilaian akhlak terdiri dari  model pengukuran dan sistem peni-laian. Instrumen tersusun melalui proses expert judgment, Focus Group Disscussion dan pengujian konstruk. (2) Hasil analisis faktor konfirmatori (CFA) berdasarkan data empirik menunjukkan bahwa konstruk akhlak peserta didik mencakup dimensi akhlak kepada Allah, akhlak kepada Nabi Muhammad SAW., akhlak kepada orangtua, akhlak kepada diri sendiri, akhlak kepada guru, akhlak kepada teman/tetangga/masyarakat, dan akhlak kepada lingkungan. (3) Instrumen mempunyai kehandalan internal antara 0,865 – 0,921 (tinggi) dan reliabilitas interater 0,866 (tinggi) dan  koefisien  Cohens’ Kappa  0,770 (sangat baik), serta stabilitas antara 0,715 sampai 0,858 (baik sampai sangat baik). (4) Sistem penilaian setelah disimulasikan dan dikonfirmasi menunjukkan 90 % kesesuaian dengan performansi akhlak siswa. Kata kunci: model penilaian, akhlak peserta didik, konstruk akhlak, instrumen ______________________________________________________________DEVELOPING A MODEL OF AN ASSESSMENT OF MADRASAH ALIYAH STUDENTS’ AKHLAK Abstract This study aims to develop a model of an assessment of Madrasah Aliyah students’ akhlak. The constructs of students’ akhlak are developed on the basis of the akhlak as affective domain and as a religiousity concept, adopting the ritualistic concept and consequences from Glock and Stark (1966). This research and development used self-report and indirect observations,  involving 291 students and 26 teachers by using purposive sampling technique. The quality instrument testing consists of: validation process (face, content and construct), reliability (internal consistency and inter-rater reliability); and stability. The results of the study are as follows. (1) The model of an assessment of students’ akhlak includes a measurement model and an assessment system for students’ akhlak. The instrument is composed through the process of expert judgment, Focus Group Disscussion and testing constructs (2) The result of Confirmatory Factor Analysis (CFA) shows that constructs of students’ akhlak cover the dimensions of akhlak to Allah, Prophet Muhammad, parents, self, teachers, society, and environment. (3) The internal reliability of instrument ranges from 0.865 to 0.921 (high); the inter-rater reliability is 0.851 (high) by Product Moment Correlation and  Cohens’ Kappa coefficient  0.770 (very good). Instruments stability levels ranging from being good to being very good (0.715 to 0.858). (4) the assessment system model after the simulation is confirmation yields an agreement of 90% with the respondents’ performances.Keywords: assessment model, students’ akhlak, akhlaks’ constructs, instrument

scholarly journals Validation of a Learning Outcome Survey (WOLOS) using the Rasch Model: An Implication on Washback Study

2021 ◽  
Vol 9 (2) ◽  
pp. 141-156
Author(s):  
Norhaslinda Hassan ◽  
Ainol Madziah Zubairi
Keyword(s):  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Measurement Model ◽  
Structured Interview ◽  
Learning Outcome ◽  
Assessment System ◽  
Assessment Practices ◽  
Item Fit ◽  
Outcome Based Education ◽  
The Rasch Model

The assessment reform which has enveloped every part of the world warrants an evaluation of teaching and learning practices through washback study. This is due to the fact that washback is the phenomenon of how testing influences the teaching and learning. Malaysia has adopted Outcome Based Education policy and therefore, the efficacy of its assessment system, Outcome Based Assessment, is deemed pivotal to be evaluated. Against this backdrop, the Washback on Learning Outcome Survey (WOLOS) was developed and validated by means of qualitative (semi-structured interview) and quantitative analysis (Item Objective Congruence) and Rasch Measurement Model). Responses to 150 items by 65 participants from one public university in Malaysia were subjected to the Rasch analysis to ascertain the psychometric properties of the WOLOS.  Five criteria within reliability (person and item reliability), validity (separation index, item polarity and item fit) and precision of measurement were evaluated to ensure the usefulness of measurement in WOLOS. Some items were deleted.  Subsequently, reanalysis of the criteria provided evidence that WOLOS can be considered a psychometrically reliable instrument for the evaluation of impact of assessment practices on student learning outcomes.

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