A systematic review of evidence on psychometric properties of information literacy tests

2017 ◽  
Vol 66 (6/7) ◽  
pp. 442-455
Author(s):  
Khalid Mahmood
Keyword(s):  
Systematic Review ◽  
Psychometric Properties ◽  
Information Literacy ◽  
English Language ◽  
Discriminant Validity ◽  
Classical Test Theory ◽  
Internal Consistency Reliability ◽  
Test Theory ◽  
Content Type ◽  
Properties Of Information

Purpose This paper aims to present the results of a systematic review of the evidence on psychometric properties of information literacy (IL) tests. Design/methodology/approach A two-stage search strategy was used to find relevant studies in two subject and three general databases. A descriptive review of test characteristics and psychometric properties was presented. The review included 29 studies describing psychometric properties of 18 IL tests. Findings It was found that the classical test theory was applied for all tests. However, the item response theory was also applied in three cases. Most of the psychometric tests were developed in the USA using ACRL IL competency standards. The most commonly used psychometric analyses include content validity, discriminant validity and internal consistency reliability. Research limitations/implications Only studies in English language are included in this review. Practical implications The study recommends that standards should be developed for the use and reporting of psychometric measures in designing IL tests. Librarians need to be trained in psychometric analysis of tests. Originality/value It is the first study that systematically reviewed psychometric properties of IL tests. The findings are useful for librarians who are teaching IL courses.

scholarly journals Psychometric Properties of Heavy Work Investment Measures: A Systematic Review

2021 ◽  
Vol 13 (22) ◽  
pp. 12539
Author(s):  
Julio César Acosta-Prado ◽  
Arnold Alejandro Tafur-Mendoza ◽  
Rodrigo Arturo Zárate-Torres ◽  
Duván Emilio Ramírez-Ospina
Keyword(s):  
Systematic Review ◽  
Psychometric Properties ◽  
Methodological Quality ◽  
Classical Test Theory ◽  
Test Theory ◽  
Future Research ◽  
Work Addiction ◽  
Addiction Risk ◽  
Heavy Work ◽  
The One

In recent years, the study of heavy work investment (HWI) has been diversifying greatly in the various fields of application in the organizational field, for example, occupational health, human resources, quality at work among others. However, to date, no systematic review has been carried out to examine the methodological quality of the instruments designed to measure HWI. Therefore, the present systematic review examines the psychometric properties of three main measures of HWI: Workaholism Battery (WorkBAT), Work Addiction Risk Test (WART), and Dutch Work Addiction Scale (DUWAS). Five electronic databases were systematically searched, selecting psychometric articles. Of the 2621 articles identified, 35 articles met all inclusion criteria published between 1992 and 2019. The findings indicated that most of the articles were focused on reviewing psychometric properties, analyses were conducted from classical test theory, collected validity evidence based on internal structure and relationship with other variables, and reliability of scores was obtained through the internal consistency method. Of the instruments reviewed, the DUWAS is the one with the highest methodological quality. Recommendations are made for future research to address the psychometric study of these instruments based on recent advances in the field of organizational measurement.

Rasch Analysis of the Proactive Personality Scale

2021 ◽  
pp. 003329412110281
Author(s):  
Enoch Teye-Kwadjo ◽  
Gideon P. de Bruin
Keyword(s):  
Psychometric Properties ◽  
Rasch Analysis ◽  
Rating Scale ◽  
Classical Test Theory ◽  
Internal Consistency Reliability ◽  
Proactive Personality ◽  
Test Theory ◽  
Scale Model ◽  
Personality Scale ◽  
Good Internal Consistency

The Proactive Personality Scale (PPS) is used widely to measure proactive personality. Previous research has evaluated the psychometric properties of the 6-item PPS (hereafter called PPS-6) using classical test theory. There is a need to provide further validity evidence for the PPS-6 using modern test theory. This study evaluated the psychometric properties of the PPS-6 using Rasch analysis. A total of 429 participants completed the PPS-6. Rasch rating scale model (RSM) was used to analyse the data. RSM showed that the PPS-6 fitted the Rasch model well. RSM demonstrated that the PPS-6 functioned as a unidimensional measure with good internal consistency reliability. Items on the PPS-6 did not show any noticeable differential item functioning across gender. RSM showed that the response rating scale of the PPS-6 is suitable. Results suggest that the PPS-6 is a reliable measure for the assessment of proactive personality.

Developing the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES)

2015 ◽  
Vol 32 (1) ◽  
pp. 71-87 ◽  
Author(s):  
Kaine Grigg ◽  
Lenore Manderson
Keyword(s):  
Discriminant Validity ◽  
Classical Test Theory ◽  
Temporal Stability ◽  
Internal Consistency Reliability ◽  
Evidence Base ◽  
Test Theory ◽  
Future Research ◽  
Adolescents And Adults ◽  
Australian Community ◽  
Racial Ethnic

Existing Australian measures of racist attitudes focus on single groups or have not been validated across the lifespan. To redress this, the present research aimed to develop and validate a measure of racial, ethnic, cultural and religious acceptance — the Australian Racism, Acceptance, and Cultural-Ethnocentrism Scale (RACES) — for use with children, adolescents and adults. Interviews and focus groups were conducted with 30 adolescents in Victoria, Australia, to develop the instrument, which was pilot tested with eight children. The novel 34-item scale consists of three subscales (Accepting Attitudes — 12 items; Racist Attitudes — 8 items; Ethnocentric Attitudes — 4 items) and a 10-item measure of social desirability. The instrument was tested with 296 Victorian school children, 182 adolescents and 120 adults from the Australian community, with data modelled and analysed utilising classical test theory and item response theory. Estimates of internal consistency reliability and factorial, construct, convergent and discriminant validity support the measure. The instrument is the first general attitudinal measure of racial, ethnic, cultural and religious acceptance to be designed and scientifically validated within the Australian context. RACES can be utilised across the lifespan to evaluate attitudes towards all racial, ethnic, cultural and religious groups. RACES has potential to be widely utilised to evaluate anti-racism and pro-diversity interventions implemented within schools and throughout the community, enabling the development of a strong evidence base for initiatives to reduce community levels of racism. However, future research is needed to confirm the psychometric properties and establish the temporal stability of the scale prior to dissemination throughout Australia.

Indigenous need arise to protect human from self-harm behavior in Pakistan: translation and validation of inventory of statements about self-injury

2020 ◽  
Vol 13 (5) ◽  
pp. 421-433
Author(s):  
Haseeb Nisar ◽  
Muhammad Aqeel ◽  
Ammar Ahmad
Keyword(s):  
English Language ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Health Issue ◽  
Factorial Validity ◽  
Future Health ◽  
Cross Sectional ◽  
Content Type ◽  
Self Injury ◽  
Self Harm

Purpose The purpose of this paper is to highlight the indigenous need to counter self-harm behavior in Pakistan and establish the reliability and validity of scale with translation, adaptation and cross-language validation of the inventory of statements about self-injury (ISAS) for future health studies (Klonsky and Glenn, 2009). Design/methodology/approach The present study was a cross-sectional study using a quantitative method. Response items rating is made from three-point Likert-type scales ranging from the 0-not relevant, 1-somewhat relevant or 2-very relevant. ISAS has been comprised of 13 potential functions of deliberate self-harm (DSH) and all subscales have been translated from the English language into the Urdu language with a sample of 30 individuals and further applied on 200 samples of DSH patients for factorial validation. The standard back-translation method was used for translation and adaptation of the scale (Anderson and Brislin, 1976; Brislin, 1976; Hambleton, 1994). Findings The overall scale has good internal consistency reliability. Confirmatory factor analysis was performed to confirm the factorial validity of ISAS. Results revealed that all the items have confirmed strong factorial validity in the context of Pakistani culture and quite helpful in hospital settings to address this health issue. Originality/value Self-harm is considered as a major health issue in the young population of the world and therefore, the investigated scale provides an assessment of DSH and intentions of performing self-injury to achieve a better understanding of such behaviors in DSH patients, which will help further to develop measures to prevent such behavior.

Psychometric properties of the Mastery Scale-Chinese version: Applying classical test theory and Rasch analysis

2013 ◽  
Vol 20 (6) ◽  
pp. 404-411 ◽  
Author(s):  
Yun-Ling Chen ◽  
Ping-Chuan Hsiung ◽  
Lyinn Chung ◽  
Shing-Chia Chen ◽  
Ay-Woan Pan
Keyword(s):  
Psychometric Properties ◽  
Rasch Analysis ◽  
Classical Test Theory ◽  
Chinese Version ◽  
Test Theory ◽  
Classical Test

scholarly journals Health state utility values among children and adolescents with disabilities: protocol for a systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. e019978
Author(s):  
Lucy Kanya ◽  
Nana Anokye ◽  
Jennifer M Ryan
Keyword(s):  
Systematic Review ◽  
Psychometric Properties ◽  
Children And Adolescents ◽  
English Language ◽  
Health State Utility ◽  
Health State ◽  
Summary Statistics ◽  
Quality Of Reporting ◽  
Utility Values ◽  
Health State Utility Values

IntroductionIncreasingly, assessment of healthcare technologies and interventions requires the assessment of both costs and utilities. Health state utility values (HSUVs) are measured using a range of generic and condition-specific measures. While reviews have identified that generic measures of HSUVs may lack validity in adults with conditions that result in physical disability, there is little information available on the methods used to obtain HSUVs in children and adolescents with disabilities. The objectives of this systematic review are to describe the methods used to obtain HSUVs, including mode of administration and psychometric properties, and provide summary statistics for HSUVs among children and adolescents with disabilities.Methods and analysisThe following databases will be searched from inception for English-language studies of any design: PubMed, PsychInfo, Medline, Scopus, CINAHL Plus, Econlit and EMBASE databases. Two reviewers will independently screen titles, abstracts and full text articles for studies reporting HSUVs and/or data on the psychometric properties of preference-based measures for children and adolescents with disabilities aged up to 19 years. Two reviewers will independently extract data items including descriptors of the study methods and sample, instruments used to capture HSUVs, summary statistics for HSUVs and items relating to the quality of reporting. A descriptive summary of results from included studies and summary statistics for HSUVs will be presented. If sufficient data is identified, we will pool summary statistics for HSUVs according to the method used to obtain the HSUV using a random effects model. In addition, we will explore the determinants of the HSUVs using a meta-regression.Ethics and disseminationEthical approval will not be required as no original data will be collected as part of this review. The completed review will be submitted for publication in a peer-reviewed journal and presentation at conferences.PROSPERO registration numberCRD42018086574.

Library instruction and information literacy 2014

2015 ◽  
Vol 43 (4) ◽  
pp. 533-642 ◽  
Author(s):  
Robert Detmering ◽  
Anna Marie Johnson ◽  
Claudene Sproles ◽  
Samantha McClellan ◽  
Rosalinda Hernandez Linares
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
English Language ◽  
Annotated Bibliography ◽  
Library Instruction ◽  
Content Type ◽  
Introductory Overview

Purpose – This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types. Design/methodology/approach – It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014. Findings – It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions. Originality/value – The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Lesson study: an exploration of its translation beyond Japan

2018 ◽  
Vol 7 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
English Language ◽  
Review Of The Literature ◽  
Content Type ◽  
Critical Components ◽  
The Uk

Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.

Item response theory

2015 ◽  
Author(s):  
David L. Streiner ◽  
Geoffrey R. Norman ◽  
John Cairney
Keyword(s):  
Item Response Theory ◽  
Psychometric Properties ◽  
Item Response ◽  
Traditional Approach ◽  
Classical Test Theory ◽  
Test Theory ◽  
Response Theory ◽  
Advantages And Disadvantages ◽  
The Past ◽  
Classical Test

Over the past few decades, there has been a revolution in the approach to scale development. Called item response theory (IRT), this approach challenges the notion that scales must be long in order to be reliable, and that psychometric properties of a scale derived from one group of people cannot be applied to different groups. This chapter provides an introduction to IRT, and discusses how it can be used to develop scales and to shorten existing scales that have been developed using the more traditional approach of classical test theory. IRT also can result in scales that have interval-level properties, unlike those derived from classical test theory. Further, it allows people to be compared to one another, even though they may have completed different items, allowing for computer-adapted testing. The chapter concludes by discussing the advantages and disadvantages of IRT.

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