scholarly journals Development and Validation of Computational Thinking Assessment of Chinese Elementary School Students

2021 ◽  
Vol 15 ◽  
pp. 183449092110102
Author(s):  
Yan Li ◽  
Shan Xu ◽  
Jia Liu
Keyword(s):  
Convergent Validity ◽  
Computational Thinking ◽  
Verbal Ability ◽  
Reliability And Validity ◽  
Sixth Grade ◽  
Test Reliability ◽  
Neural Activation ◽  
School Students ◽  
Two Samples ◽  
Key Aspects

Recent advances in artificial intelligence have brought attention to computational thinking (CT) in school education worldwide. However, little is known about the development of the literacy of CT in children, mainly because of the lack of proper psychometric assessments. We developed the first psychometrically validated assessment on the literacy of CT of children in Chinese elementary schools, coined as the Computational Thinking Assessment for Chinese Elementary Students (CTA-CES). Items were constructed to reflect key aspects of CT such as abstraction, algorithm thinking, decomposition, evaluation, and pattern recognition. To examine the test reliability and validity, we recruited two samples of 280 third- to sixth-grade students in total. Cronbach’s alpha provided evidence for the reliability of the test scores, item response theory analyses demonstrated psychometric appropriateness, whereas construct validity was verified by convergent validity, and criterion-related validity was confirmed by correlations between the CTA-CES and measures related to CT, namely reasoning, spatial ability, and verbal ability. In addition, an fMRI study further demonstrated similar neural activation patterns when students conducted the CTA-CES and programming tasks. Taken together, the CTA-CES is the first reliable and valid instrument for measuring the literacy of CT for Chinese children, and may be applicable to children worldwide.

scholarly journals The Harris Hip Score

2020 ◽  
Author(s):  
ALIAA Khaja ◽  
Owayed AL-Mutairi ◽  
abdulaziz Alkhudair ◽  
Awdhah Abdulkarim
Keyword(s):  
Physical Function ◽  
Correlation Coefficient ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Harris Hip Score ◽  
Cronbach’S Alpha ◽  
Good Reliability ◽  
Cronbach's Alpha ◽  
Pain Subscale

Abstract Background The Harris Hip Score (HHS) is a widely used Patient-Related Outcomes score. It measures pain and function levels in patients with hip pathologies. Objectives The main objective of this study is to translate and culturally adapt the HHS into Arabic, and to further assess the reliability and validity of translated version Material & Methods 110 patients participated in this survey. The internal consistency tests were performed using Cronbach’s alpha. Test-retest reliability (intra-correlation coefficient), convergent construct validity, convergent validity, floor & ceiling effects and responsiveness was also calculated. In order to measure the level of agreement, Bland-Altman Plot, forest Plots are performed. Results Test reliability for the first testing situation - calculated using Cronbach's alpha - was 0.98 for the pain subscale, 0.98 for the stiffness, and 0.99 for the physical function subscale. For the second testing, reliability was 0.99, 0.97, and 0.99 (pain, stiffness, and physical function, respectively). This only proves that WOMAC is an instrument with good reliability. Same calculation of Cronbach’s alpha was essential to testing the reliability of the Harris Hip Score. For each of the three testing occasions the reliability was very good or excellent – α 1 = 0.92, α 2 = 0.91, and α 3 = 0.90. Intra-class correlation coefficient was good with the score of 0.76 (95% CI 0.44-0.88). Conclusion Overall, Arabic version of HOOS could be used as diagnostic tool for patients with hip problems, when it comes to information about the overall condition of the patient, especially about the improvement or deterioration, however, it is important to be cautious using HHS when the change magnitude of patient’s condition is investigated, since there is a potential probability that the level of improvement of the patient’s condition will be overestimated by HHS.

scholarly journals Translation and Cross-Cultural Adaptation of the Harris Hip Score into Arabic

2020 ◽  
pp. 19-26
Author(s):  
Dr. Awdhah Al-Samhan ◽  
Dr. Owayed Al-Mutairi ◽  
Dr. Abdulaziz Al-Kudair ◽  
Dr. Aliaa Khaja
Keyword(s):  
Physical Function ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Harris Hip Score ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Pain Subscale ◽  
Convergent Construct Validity ◽  
And Function

Background: The Harris Hip Score (HHS) is a widely used Patient-Related Outcomes score. It measures pain and function levels in patients with hip pathologies. Objectives: The main objective of this study is to translate and culturally adapt the HHS into Arabic, and to assess the reliability and validity of the translated version. Material & Methods: 110 patients participated in this survey. The internal consistency tests were calculated using Cronbach’s alpha. Test-retest reliability (intra-correlation coefficient), convergent construct validity, convergent validity, floor & ceiling effects, and responsiveness were calculated. Bland-Altman Plot and forest plots were done to measure the level of agreement. Results: Test reliability for the first testing situation - calculated using Cronbach's alpha - was 0.98 for the pain subscale, 0.98 for the stiffness, and 0.99 for the physical function subscale. For the second testing, reliability was 0.99, 0.97, and 0.99 (pain, stiffness, and physical function, respectively).

scholarly journals Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument Among Secondary School Students

2022 ◽  
Vol 11 (2) ◽  
pp. 639-652
Author(s):  
Saralah Sovey ◽  
Kamisah Osman ◽  
Mohd Effendi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Computational Thinking ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Residual Variance ◽  
Validity And Reliability ◽  
School Students ◽  
Instrument Validity ◽  
Confirmatory Factor

<p style="text-align: justify;">Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.</p>

Convergent Validity of the Erwin Identity Scale

1981 ◽  
Vol 41 (4) ◽  
pp. 1307-1310 ◽  
Author(s):  
T. Dary Erwin ◽  
Marlin R. Schmidt
Keyword(s):  
High School Students ◽  
Convergent Validity ◽  
Psychological Theory ◽  
Identity Crisis ◽  
External Scale ◽  
School Students ◽  
The Third ◽  
Two Samples ◽  
Identity Achievement ◽  
Development Of Identity

Evidence is presented partially supporting the convergent validity of the Erwin Identity Scale from use of two samples of high school students. Two EIS subscales, Confidence and Sexual Identity, were moderately correlated with Simmons's Identity Achievement Scale and Rotter's Internal-External Scale. No relationship was found between the third EIS subscale, Conceptions About Body and Appearance, and either Simmons's or Rotter's scales. The development of identity has been recognized as an important aspect of human development for years (Bourne, 1980; James, 1890). What was strictly a psychological concept has now become common conversation in the American culture, manifest by phrases such as “seeking an identity” or “identity crisis.” Although Erikson (1950, 1968) has been given the distinction for advancing the psychological theory of identity, he has also been given credit for contributing to confusion of the concept (Thayer, 1963). Because of this confusion, several interpretations of Erikson's work have been proposed. The conceptualizations of Marcia and Chickering have been two of the most widely discussed (Bourne, 1980; Parker, 1978).

scholarly journals Propertis Psikometris Skala Sikap Terhadap Pelajaran Sosial Humaniora

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Jelpa Periantalo
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
External Validation ◽  
Test Reliability ◽  
School Students ◽  
External Criterion ◽  
Educational Counseling ◽  
Learning Evaluation

The purpose of research was to assess psychometric properties of scale attitude toward social sciences subject: Economics, Sociology, History and Geography. Psychometric properties consisted of validity, reliability and item discrimination. The subjects were  198 high school students with purposive sampling method. Scale used semantic differensial format  with overall 68 items. One item unpassed, 67 items passes selection with rit ≥ 0,400. Factorial validity confirmed 3 assumed factors: activity, evaluation and potential. Convergent validity showed positive correlation among subscale. The parallel test reliability showed of equivalent coefficient rxx’ 0,939. The final scale consisted of 12 items, easily in used and scoring. The scale could be used for research, external validation of other scale, high school majoring, educational counseling, learning evaluation, education intervension and university majoring. The next research was to validate with  external criterion especially academic achievement.

Coachability and the development of the coachability scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew J. Johnson ◽  
Ki Ho Kim ◽  
Stephen M. Colarelli ◽  
Melanie Boyajian
Keyword(s):  
Convergent Validity ◽  
Three Dimensional ◽  
Reliability And Validity ◽  
Quality Of Work Life ◽  
Managerial Behavior ◽  
Content Type ◽  
Structure Reliability ◽  
Standard Scale ◽  
Two Samples ◽  
Method Bias

PurposeThe purpose of this research was to develop a conceptualization and measure of workplace coachability.Design/methodology/approachUsing four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.FindingsWith the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.Research limitations/implicationsWe encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.Practical implicationsKnowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.Social implicationsMeasuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.Originality/valueThis is one of the first studies to develop valid scales for assessing workplace coachability.

The Reynolds Adolescent Depression Scale in New Zealand Adolescents

2005 ◽  
Vol 39 (3) ◽  
pp. 136-140 ◽  
Author(s):  
Lyndon Walker ◽  
Sally Merry ◽  
Peter D. Watson ◽  
Elizabeth Robinson ◽  
Sue Crengle ◽  
...  
Keyword(s):  
New Zealand ◽  
Ethnic Groups ◽  
Convergent Validity ◽  
Adolescent Depression ◽  
Depression Scale ◽  
Reliability And Validity ◽  
Cronbach’S Alpha ◽  
School Students ◽  
Internal Reliability ◽  
Cronbach's Alpha

Objective: To examine aspects of the reliability and validity of the Reynolds Adolescent Depression Scale (RADS) in measuring depression in New Zealand adolescents of all major ethnic groups. Method: A sample of 9699 randomly selected New Zealand secondary school students participated in the Youth2000 Health and Wellbeing Survey which included the RADS. Data from this survey have been used to assess some aspects of the reliability and validity of the RADS in the New Zealand context across different ethnic groups. Cronbach's alpha, itemtotal score correlations, correlation to other questions and a factor analysis were done in order to examine the internal reliability, content validity, convergent validity and construct validity of the data and compare to the original Reynolds validation study. Results: Tests of the scale resulted in scores over 0.90 on Cronbach's alpha and high itemtotal score correlations, with a median correlation of 0.62 and 25 of the 30 correlations measuring more than 0.5. The scores were found to have similar factor structure to the original scale and the correlations to other depression related questions indicate acceptable concurrent validity. Conclusions: On all of the tests conducted, the RADS was found to have acceptable reliability and validity for New Zealand adolescents across the major different ethnic groups, indicating that it is a valid and appropriate instrument to use with New Zealand adolescents.

Factors affecting usage of e-resources: scale development and validation

2017 ◽  
Vol 69 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Ruchi Jain Garg ◽  
Vinod Kumar ◽  
Vandana
Keyword(s):  
Convergent Validity ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Test Reliability ◽  
Equation Modeling ◽  
Content Type ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Five Factors

Purpose The purpose of this paper is to develop and validate a scale involving the factors affecting usage of e-resources. Design/methodology/approach The present study identifies five factors affecting the usage of e-resources: training modes, awareness, influencers, utilitarian benefits, and experiential and hedonic benefits. To generate measurement items, two focus group discussions were carried out which resulted in 20 items. To empirically ensure reliability and validity of scale, data were collected from 347 postgraduate students actively using e-resources. To test reliability of scale, internal consistency reliability and construct reliability were examined. The construct validity of scale (which includes convergent validity and discriminant validity) was verified through confirmatory factor analysis using structure equation modeling. Findings Findings of the study present a statistically reliable and valid scale consisting of five factors and 18 items. Originality/value The present study is one of the distinctive studies on introducing a scale employing factors affecting usage of e-resources.

Visual Programming Environments and Computational Thinking Performance of Fifth- and Sixth-Grade Students

2021 ◽  
pp. 073563312098880
Author(s):  
Sheng-Yi Wu ◽  
Yu-Sheng Su
Keyword(s):  
Elementary Education ◽  
Algorithm Design ◽  
Computational Thinking ◽  
Sixth Grade ◽  
Visual Programming ◽  
Male Students ◽  
School Students ◽  
Programming Environments ◽  
Four Dimensions ◽  
Thinking Ability

Currently, many countries actively cultivate students to develop computational thinking ability. Many visual programming environments (VPEs) and physical robot courses have been integrated into computational thinking learning in the elementary education stage. This study explores the relationship between the programming learning environment (including VPE, physical robots, and no experience) and the computational thinking ability of higher-grade elementary school students of different genders. The results show that learning through VPE or physical robots can help students improve their computational thinking ability and that students learn better via physical robots. In addition, among the four dimensions of computational thinking ability, most students are weak in algorithm design. In terms of gender, no differences exist in computational thinking ability. Further analysis reveals that female students have better decomposition performance in VPE learning, while male students have better algorithm design performance.

The effects of visual programming on elementary school students' computational thinking

2018 ◽  
Author(s):  
◽  
Ding Nan
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Computational Thinking ◽  
Visual Programming ◽  
Substantial Improvement ◽  
Three Dimensions ◽  
School Students ◽  
Problem Solving Skills ◽  
Testing And Debugging ◽  
Key Aspects

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Computational thinking (CT) has been identified as a key skill that people need in the rapidly developing information age. The research community proposed that exposing CT to young children would be beneficial for the development in their abstract thinking, critical thinking and problem solving skills. A variety of visual programming environments were designed and developed in recent years to fulfill this purpose. The current study implemented an Hour of Code visual programming activity, "Make a Flappy Game" on six classes of elementary school students, aiming to further our understanding of the effects of visual programming activities on elementary students' computational thinking by describing what students learn to do. Based on Brennan and Resnick's framework, the current study measured computational thinking in three dimensions: 1) students' understanding in key computational concepts; 2) students' usage of key aspects of computational practice; and 3) the key aspects of computational perspectives students demonstrated during the visual programming activities. A total of 119 elementary school students participated in the study. During the study, the students first filled in a pre-test questionnaire, and then performed the "Make a Flappy Game" visual programming activity, and then filled in a post-test questionnaire. The results show that overall students achieved significant improvement in their understanding in computational concepts. However, the results also indicated that the significant gains were due to a relatively small number of students who made substantial improvement. A considerable number of students still having difficulties understanding the concept of conditions and how the coding blocks actually work behind the visual representation. The results demonstrated students' implemented key aspects of computational practice: experimenting and iterating, testing and debugging. And the results also demonstrated students' computational perspectives in expressing, connecting and questioning. The study shed lights on the design of visual programming activities and the potential implementation of visual programming activities into elementary school classrooms

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