Validity Evidence for Procedure-Specific Competence Assessment Tools in General Surgery

Therapeutic patient education programs must assess the competences that patients achieve. Evaluation in the pedagogical domain ensures that learning has taken place among patients. The Prolapse and Incontinence Knowledge Questionnaire (PIKQ) is a tool for assessing patient knowledge about urinary (UI) and pelvic organ prolapse (POP) conditions. The aim of this study was to translate the Prolapse and Incontinence Knowledge Questionnaire (PIKQ) into Spanish and test its measurement properties, as well as propose real practical cases as a competence assessment tool. The cross-cultural adaptation was conducted by a standardized translation/back-translation method. Measurement properties analysis was performed by assessing the validity, reliability, responsiveness, and interpretability. A total of 275 women were recruited. The discriminant validity showed statistically significant differences in the PIKQ scores between patients and expert groups. Cronbach’s alpha revealed good internal consistency. The test–retest reliability showed excellent correlation with UI and POP scales. Regarding responsiveness, the effect size, and standardized response mean demonstrated excellent values. No floor or ceiling effects were shown. In addition, three “real practical cases” evaluating skills in identifying and analyzing, decision making, and problem-solving were developed and tested. The Spanish PIKQ is a comprehensible, valid, reliable, and responsive tool for the Spanish population. Real practical cases are useful competence assessment tools that are well accepted by women with pelvic floor disorders (PFD), improving their understanding and their decision-making regarding PFD.

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Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

Education Sciences ◽

10.3390/educsci11080402 ◽

2021 ◽

Vol 11 (8) ◽

pp. 402

Author(s):

Linda Helene Sillat ◽

Kairit Tammets ◽

Mart Laanpere

Keyword(s):

Higher Education ◽

Literature Review ◽

Systematic Literature Review ◽

Reliability And Validity ◽

Assessment Tools ◽

Competence Assessment ◽

Validity And Reliability ◽

Digital Competence ◽

Need To Evaluate ◽

Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

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Development of a set of assessment tools and competence assessment based on a matrix model of the educational process

Vestnik IGEU ◽

10.17588/2072-2672.2017.5.053-058 ◽

2017 ◽

pp. 53-58

Author(s):

V.P. Zhukov ◽

Keyword(s):

Matrix Model ◽

Educational Process ◽

Assessment Tools ◽

Competence Assessment

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Changes in the Engineering Competence Requirements in Educational Standards

Advances in Higher Education and Professional Development - Handbook of Research on Engineering Education in a Global Context ◽

10.4018/978-1-5225-3395-5.ch007 ◽

2019 ◽

pp. 70-79 ◽

Cited By ~ 1

Author(s):

Aleksandr Vasilyevich Berestov ◽

Gennady Konstantinovich Baryshev ◽

Aleksandr Pavlovich Biryukov ◽

Ilya Igorevich Rodko

Keyword(s):

Training Programs ◽

Assessment Tools ◽

High Tech ◽

Competence Assessment ◽

Educational Standards ◽

Educational Training ◽

Prognostic Analysis ◽

Engineering Standards ◽

National Technology

This chapter presents prognostic analysis results concerning the changes in the engineering competence requirements. It is noted that professional competences of future experts in this field are undergoing certain changes related to the need for operating complex systems and working in a team in uncertain contexts in order to support and ensure good management throughout the entire high-tech systems life-cycle. It has been established that certain technological areas of the National Technology Initiative (NTI), which is being implemented now, are not provided with the educational training programs by the adopted Federal National Educational Standards (FNES). This chapter also focuses on the role of Worldwide CDIO Initiative international engineering standards of education in the development of new engineering competence assessment tools to enhance the national system of educational standards and includes National Research Nuclear University MEPhI's own educational standards in higher education as an example.

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Assessing the Internal Reliability and Construct Validity of the General Movement Competence Assessment for Children

Journal of Motor Learning and Development ◽

10.1123/jmld.2018-0047 ◽

2020 ◽

Vol 8 (1) ◽

pp. 87-106 ◽

Cited By ~ 1

Author(s):

Jonathan Leo Ng ◽

Chris Button ◽

Dave Collins ◽

Susan Giblin ◽

Gavin Kennedy

Keyword(s):

Assessment Tool ◽

Dynamic Environment ◽

Principal Component ◽

Internal Consistency Reliability ◽

Assessment Tools ◽

Microsoft Kinect ◽

Competence Assessment ◽

Factorial Structure ◽

Internal Reliability ◽

General Movement

Validated assessment tools for movement competence typically involve the isolation and reproduction of specific movement forms, which arguably neglects individuals’ ability to combine and adapt movements to overcome constraints within a dynamic environment. A new movement assessment tool, the General Movement Competence Assessment (GMCA), was developed for this study using Microsoft Kinect. Movement competence of 83 children (36 boys and 47 girls), aged 8–10 years (9.06 ± 0.75 years) was measured using the GMCA. An exploratory approach was undertaken to examine the internal consistency reliability (McDonald’s omega coefficient) and factorial structure of the GMCA for the study sample. Factorial structure was determined using exploratory factor analysis by principal component analysis with varimax rotation. For the sample data, reliability for the GMCA games were acceptable (ω = 0.53–0.89) and indicated that combinations of movement attributes were measured by GMCA games. Factorial analysis extracted four movement constructs accounting for 71.31% of variance. Dexterity was tentatively identified as a new independent construct alongside currently accepted movement constructs (i.e., locomotion, object-control, stability). While further development of the GMCA is still required, initial results are encouraging in view of an objective and theoretically informed approach to assess general movement competence in children.

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Competence Assessment Tools for Health-System Pharmacies, 4th Edition

Journal of Pharmacy Technology ◽

10.1177/875512250802400517 ◽

2008 ◽

Vol 24 (5) ◽

pp. 313-314

Keyword(s):

Health System ◽

Assessment Tools ◽

Competence Assessment

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The MacArthur Competence Assessment Tools for assessing decision-making capacity in schizophrenia: A meta-analysis

Schizophrenia Research ◽

10.1016/j.schres.2016.11.020 ◽

2017 ◽

Vol 183 ◽

pp. 56-63 ◽

Cited By ~ 6

Author(s):

Shi-Bin Wang ◽

Yuan-Yuan Wang ◽

Gabor S. Ungvari ◽

Chee H. Ng ◽

Ren-Rong Wu ◽

...

Keyword(s):

Decision Making ◽

Meta Analysis ◽

Assessment Tools ◽

Competence Assessment ◽

Decision Making Capacity

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General Mental Ability and Decision-Making Competence: Theoretically Distinct but Empirically Redundant

10.31234/osf.io/2c3tv ◽

2018 ◽

Author(s):

Nikki Blacksmith ◽

Tara S. Behrend ◽

Reeshad S. Dalal ◽

Theodore L. Hayes

Keyword(s):

Decision Making ◽

Discriminant Validity ◽

Future Research ◽

Mental Ability ◽

Competence Assessment ◽

Validity Evidence ◽

Potential Utility ◽

Nomological Network ◽

General Mental Ability ◽

Decision Making Behavior

Decision-making competence (DMC) has potential utility in incrementally predicting decision-making behavior relative to general mental ability (g). However, prior research presents an incomplete depiction of the degree to which these two constructs overlap. This paper evaluated both theoretical and empirical discriminant validity evidence for DMC. Theoretically, DMC and g are distinct constructs though highly interconnected; both constructs exist within the intelligence nomological network. However, empirical findings demonstrate scores on the Adult-Decision Making Competence assessment, are largely indistinguishable from g. Future research should treat DMC an acquired skill as opposed to an underlying individual difference.

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