The General Motor Ability Hypothesis: An Old Idea Revisited

While specific motor abilities have become a popular explanation for motor performance, the older, alternate notion of a general motor ability should be revisited. Current theories lack consensus, and most motor assessment tools continue to derive a single composite score to represent motor capacity. In addition, results from elegant statistical procedures such as higher order factor analyses, cluster analyses, and Item Response Theory support a more global motor ability. We propose a contemporary model of general motor ability as a unidimensional construct that is emergent and fluid over an individual’s lifespan, influenced by both biological and environmental factors. In this article, we address the implications of this model for theory, practice, assessment, and research. Based on our hypothesis and Item Response Theory, our Lifespan Motor Ability Scale can identify motor assessment tasks that are relevant and important across varied phases of lifespan development.

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Improving Measurement Precision in Experimental Psychopathology Using Item Response Theory

Educational and Psychological Measurement ◽

10.1177/0013164419892049 ◽

2019 ◽

Vol 80 (4) ◽

pp. 695-725

Author(s):

Leah M. Feuerstahler ◽

Niels Waller ◽

Angus MacDonald

Keyword(s):

Item Response Theory ◽

Item Response ◽

Computerized Adaptive Testing ◽

Cognitive Task ◽

Working Memory Capacity ◽

Response Theory ◽

Response Models ◽

Item Response Models ◽

Experimental Psychopathology ◽

Assessment Tasks

Although item response models have grown in popularity in many areas of educational and psychological assessment, there are relatively few applications of these models in experimental psychopathology. In this article, we explore the use of item response models in the context of a computerized cognitive task designed to assess visual working memory capacity in people with psychosis as well as healthy adults. We begin our discussion by describing how item response theory can be used to evaluate and improve unidimensional cognitive assessment tasks in various examinee populations. We then suggest how computerized adaptive testing can be used to improve the efficiency of cognitive task administration. Finally, we explore how these ideas might be extended to multidimensional item response models that better represent the complex response processes underlying task performance in psychopathological populations.

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Identifying and monitoring progress in collaboration skills

Research Conference 2021: Excellent progress for every student: Proceedings and Program ◽

10.37517/978-1-74286-638-3_15 ◽

2021 ◽

Author(s):

Claire Scoular

Keyword(s):

Item Response Theory ◽

Item Response ◽

Skill Development ◽

Learning Progressions ◽

Assessment Data ◽

Response Theory ◽

Assessment Tasks ◽

Collaboration Skills ◽

Collaborative Skills ◽

Monitoring Progress

The nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills.

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Development of a Food-Based Diet Quality Scale for Brazilian Schoolchildren Using Item Response Theory

Nutrients ◽

10.3390/nu13093175 ◽

2021 ◽

Vol 13 (9) ◽

pp. 3175

Author(s):

Simone de C. Giacomelli ◽

Maria Alice A. de Assis ◽

Dalton F. de Andrade ◽

Jeovani Schmitt ◽

Patrícia de F. Hinnig ◽

...

Keyword(s):

Item Response Theory ◽

Item Response ◽

Diet Quality ◽

Dietary Assessment ◽

Assessment Tools ◽

Dominant Factor ◽

Response Theory ◽

Daily Consumption ◽

Sugary Drinks ◽

Quality Scale

Item response theory (IRT) is a psychometric method that provides probabilistic model-based measurements. Its use is relatively recent in the assessment of food consumption, especially through dietary assessment tools. This study aims (1) to develop a food-based diet quality scale for Brazilian schoolchildren using IRT, and (2) to apply the scale to a representative sample of schoolchildren from a Southern Brazilian city. The scale was developed with daily consumption frequency of foods from 835 students who completed the Food Intake and Physical Activity of Schoolchildren questionnaire. Questionnaire foods were grouped into 10 items according to their nutritional similarities and were evaluated by full-information factor analysis that indicated a dominant factor explaining 28% of the variance. Psychometric item analysis was performed using Samejima’s model. The scale covered all levels of diet quality, from “very poor” (scores < 95) to “very good” (scores ≥ 130). Children who had higher diet quality scores consumed beans, meat, fish, eggs, fruits, vegetables, dairy products, and water more frequently, while reducing the consumption of ultraprocessed sugary foods, ultraprocessed savoury snacks and sausages, and sugary drinks. Of 6323 children, an average of less than 10% consumed the highest diet quality scores (good or very good diet quality) and about 60% of children consumed low diet quality scores. The scale can be applied to other schoolchildren with the same measure precision.

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When less is more: reducing redundancy in mental health and psychosocial instruments using Item Response Theory

Global Mental Health ◽

10.1017/gmh.2019.30 ◽

2020 ◽

Vol 7 ◽

Author(s):

Emily E. Haroz ◽

Jeremy C. Kane ◽

Amanda J. Nguyen ◽

Judith K. Bass ◽

Laura K. Murray ◽

...

Keyword(s):

Mental Health ◽

Item Response Theory ◽

Posttraumatic Stress ◽

Item Response ◽

Depression Scale ◽

Assessment Tools ◽

Self Report ◽

Response Theory ◽

Less Is More ◽

Stress Scale

Abstract Background There is a need for accurate and efficient assessment tools that cover a range of mental health and psychosocial problems. Existing, lengthy self-report assessments may reduce accuracy due to respondent fatigue. Using data from a sample of adults enrolled in a psychotherapy randomized trial in Thailand and a cross-sectional sample of adolescents in Zambia, we leveraged Item Response Theory (IRT) methods to create brief, psychometrically sound, mental health measures. Methods We used graded-response models to refine scales by identifying and removing poor performing items that were not well correlated with the underlying trait, and by identifying well-performing items at varying levels of a latent trait to assist in screening or monitoring purposes. Results In Thailand, the original 17-item depression scale was shortened to seven items and the 30-item Posttraumatic Stress Scale (PTS) was shortened to 10. In Zambia, the Child Posttraumatic Stress Scale (CPSS) was shortened from 17 items to six. Shortened scales in both settings retained the strength of their psychometric properties. When examining longitudinal intervention effects in Thailand, effect sizes were comparable in magnitude for the shortened and standard versions. Conclusions Using Item Response Theory (IRT) we created shortened valid measures that can be used to help guide clinical decisions and function as longitudinal research tools. The results of this analysis demonstrate the reliability and validity of shortened scales in each of the two settings and an approach that can be generalized more broadly to help improve screening, monitoring, and evaluation of mental health and psychosocial programs globally.

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