Psychometric Evaluation of a 10-Item Health Insurance Knowledge Scale

2021 ◽  
pp. JNM-D-20-00019
Author(s):  
Tyler G. James ◽  
M. David Miller ◽  
Guy Nicolette ◽  
JeeWon Cheong
Keyword(s):  
College Students ◽  
Health Insurance ◽  
Classical Test Theory ◽  
Psychometric Evaluation ◽  
Test Theory ◽  
Literacy Interventions ◽  
Education Practice ◽  
Health Insurance Literacy ◽  
Psychometric Studies ◽  
Knowledge Scale

BackgroundCollege students are a priority population for health insurance literacy interventions. Yet, there are few psychometric studies on measuring health insurance knowledge – a core construct of health insurance literacy.MethodsWe administered a health insurance survey to 2,250 college students. We applied Classical Test Theory and Item Response Theory methods to estimate psychometric properties of the Kaiser Family Foundation's 10-item health insurance knowledge quiz.ResultsThe scale is unidimensional, and a two-parameter logistic model best fit the data. IRT estimates indicated varying item discriminations (a range: 0.717–2.578) and difficulties (b range: −0.913–1.790). Precision of measurement was maximized for students half a standard deviation below the mean (θ = −0.686) health insurance knowledge ability.ConclusionsThis scale can be used to identify gaps in health insurance knowledge among college students and be applied in clinical and community health education practice.

Health insurance literacy: A mixed methods study of college students

2018 ◽  
Vol 67 (5) ◽  
pp. 469-478 ◽  
Author(s):  
Alicia L. Nobles ◽  
Brett A. Curtis ◽  
Duc A. Ngo ◽  
Emily Vardell ◽  
Christopher P. Holstege
Keyword(s):  
College Students ◽  
Health Insurance ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Health Insurance Literacy

Health insurance literacy and health service utilization among college students

2018 ◽  
Vol 68 (2) ◽  
pp. 200-206
Author(s):  
Tyler G. James ◽  
Meagan K. Sullivan ◽  
Leanne Dumeny ◽  
Katherine Lindsey ◽  
JeeWon Cheong ◽  
...  
Keyword(s):  
College Students ◽  
Health Insurance ◽  
Health Service ◽  
Service Utilization ◽  
Health Service Utilization ◽  
Health Insurance Literacy

scholarly journals Psychometric evaluation of the Swedish self-rated 36-item version of WHODAS 2.0 for use in psychiatric populations – using classical test theory

2021 ◽  
pp. 1-8
Author(s):  
Robin Midhage ◽  
Liselotte Hermansson ◽  
Per Söderberg ◽  
Stefan Tungström ◽  
Axel Nordenskjöld ◽  
...  
Keyword(s):  
Classical Test Theory ◽  
Psychometric Evaluation ◽  
Test Theory ◽  
Whodas 2.0 ◽  
Classical Test

scholarly journals Development and Validation of a Comprehensive Genomics Knowledge Scale

2021 ◽  
pp. 1-13
Author(s):  
Michael D. Linderman ◽  
Sabrina A. Suckiel ◽  
Nathan Thompson ◽  
David J. Weiss ◽  
J. Scott Roberts ◽  
...  
Keyword(s):  
Computerized Adaptive Testing ◽  
Classical Test Theory ◽  
Healthcare Providers ◽  
Educational Interventions ◽  
Test Theory ◽  
Dominant Factor ◽  
Genomic Testing ◽  
Genomic Technologies ◽  
Knowledge Scale ◽  
Genomic Literacy

<b><i>Background:</i></b> Genomic testing is increasingly employed in clinical, research, educational, and commercial contexts. Genomic literacy is a prerequisite for the effective application of genomic testing, creating a corresponding need for validated tools to assess genomics knowledge. We sought to develop a reliable measure of genomics knowledge that incorporates modern genomic technologies and is informative for individuals with diverse backgrounds, including those with clinical/life sciences training. <b><i>Methods:</i></b> We developed the GKnowM Genomics Knowledge Scale to assess the knowledge needed to make an informed decision for genomic testing, appropriately apply genomic technologies and participate in civic decision-making. We administered the 30-item draft measure to a calibration cohort (<i>n</i> = 1,234) and subsequent participants to create a combined validation cohort (<i>n</i> = 2,405). We performed a multistage psychometric calibration and validation using classical test theory and item response theory (IRT) and conducted a post-hoc simulation study to evaluate the suitability of a computerized adaptive testing (CAT) implementation. <b><i>Results:</i></b> Based on exploratory factor analysis, we removed 4 of the 30 draft items. The resulting 26-item GKnowM measure has a single dominant factor. The scale internal consistency is α = 0.85, and the IRT 3-PL model demonstrated good overall and item fit. Validity is demonstrated with significant correlation (<i>r =</i> 0.61) with an existing genomics knowledge measure and significantly higher scores for individuals with adequate health literacy and healthcare providers (HCPs), including HCPs who work with genomic testing. The item bank is well suited to CAT, achieving high accuracy (<i>r</i> = 0.97 with the full measure) while administering a mean of 13.5 items. <b><i>Conclusion:</i></b> GKnowM is an updated, broadly relevant, rigorously validated 26-item measure for assessing genomics knowledge that we anticipate will be useful for assessing population genomic literacy and evaluating the effectiveness of genomics educational interventions.

scholarly journals Psychometric evaluation of recall and recognition tasks for the measurement of young spectators’ theatrical memory

2020 ◽  
pp. 176
Author(s):  
Alexia Papakosta ◽  
Konstantinos Mastrothanasis ◽  
Aphrodite Andreou ◽  
Ioanna Blouti
Keyword(s):  
Factor Analysis ◽  
Classical Test Theory ◽  
Internal Validity ◽  
Psychometric Evaluation ◽  
Test Theory ◽  
Specific Performance ◽  
Dramatic Text ◽  
Visual Frame ◽  
Audio Code ◽  
Primary School Pupils

The purpose of this research is the construction and psychometric evaluation of seven categories of recall and recognition tasks for the measurement of young spectators’ theatrical memory, based on the respective theatre codes of a specific performance for young spectators. The aim of those tasks is the evaluation of the young spectators’ mnemonic recordings on a level a) the actors’ representation of the characters on stage (acting), b) the visual frame of the performance, c) the audio code d) the lights, e) the dramatic text, f) the plot/action and g) the Shadow Theatre technique. The recall and recognition tasks were constructed according to the Classical Test Theory of Question Analysis on a sample of 5th Grade Primary School pupils (i.e. ten-year-old pupils), who had seen this specific performance addressed to young spectators and were evaluated with the Factor Analysis method. For the evaluation of the quality of the questions, we took into consideration the difficulty coefficient of each question, the discriminant coefficient and the evaluation of the correlation level of expert judges. For the psychometric control of the tests we examined the validity of their conceptual construct via inquiry factor analysis and the internal validity coefficient. The result of the above tasks was the creation of seven reliable and valid measurement tools, in which no gender effect is inferred.

scholarly journals Health Insurance Literacy Among International College Students

2020 ◽  
Vol 10 (1) ◽  
pp. 50-68
Author(s):  
Adebola Adegboyega ◽  
Chigozie Nkwonta ◽  
Jean Edward
Keyword(s):  
College Students ◽  
Health Care ◽  
Health Insurance ◽  
International Students ◽  
Access To Health Care ◽  
Educational Interventions ◽  
The United States ◽  
Future Research ◽  
Health Insurance Literacy ◽  
International College

In this qualitative descriptive study, we examine health insurance literacy among a group of international college students. They were recruited from a public, co-educational Southeastern university in the United States during the fall semester of 2016 to participate in semistructured interviews. Data were gathered through a demographic questionnaire, two focus group discussions, and individual interviews. Interview sessions were audio-recorded, transcribed, and analyzed using a thematic analysis approach. Three themes emerged, including knowledge of health insurance options and benefits information, affordability, and unmet expectations. These findings show the need for higher education institutions to develop a plan to integrate international students into U.S. health care. International students are a vulnerable population; therefore, increasing health insurance literacy is vital to making an optimal health insurance choice, improving access to health care, and using health care efficiently. Future research should tailor educational interventions to mitigate poor health insurance literacy among international college students.

Testing the Assumption of Uncorrelated Errors for Short Scales by Means of Structural Equation Modeling

2014 ◽  
Vol 35 (4) ◽  
pp. 201-211 ◽  
Author(s):  
André Beauducel ◽  
Anja Leue
Keyword(s):  
Structural Equation Modeling ◽  
Negative Correlation ◽  
Structural Equation ◽  
Error Score ◽  
Classical Test Theory ◽  
Test Theory ◽  
Equation Modeling ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
True Score

It is shown that a minimal assumption should be added to the assumptions of Classical Test Theory (CTT) in order to have positive inter-item correlations, which are regarded as a basis for the aggregation of items. Moreover, it is shown that the assumption of zero correlations between the error score estimates is substantially violated in the population of individuals when the number of items is small. Instead, a negative correlation between error score estimates occurs. The reason for the negative correlation is that the error score estimates for different items of a scale are based on insufficient true score estimates when the number of items is small. A test of the assumption of uncorrelated error score estimates by means of structural equation modeling (SEM) is proposed that takes this effect into account. The SEM-based procedure is demonstrated by means of empirical examples based on the Edinburgh Handedness Inventory and the Eysenck Personality Questionnaire-Revised.

The Effect of Alternative Scoring Procedures on the Measurement Properties of a Self-Administered Depression Scale

2019 ◽  
Vol 35 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Noboru Iwata ◽  
Akizumi Tsutsumi ◽  
Takafumi Wakita ◽  
Ryuichi Kumagai ◽  
Hiroyuki Noguchi ◽  
...  
Keyword(s):  
Classical Test Theory ◽  
Depression Scale ◽  
Psychometric Testing ◽  
Epidemiologic Studies ◽  
Test Theory ◽  
Measurement Properties ◽  
Irt Model ◽  
Response Alternatives ◽  
Polytomous Item Response ◽  
Θ Point

Abstract. To investigate the effect of response alternatives/scoring procedures on the measurement properties of the Center for Epidemiologic Studies Depression Scale (CES-D) which has the four response alternatives, a polytomous item response theory (IRT) model was applied to the responses of 2,061 workers and university students (1,640 males, 421 females). Test information functions derived from the polytomous IRT analyses on the CES-D data with various scoring procedures indicated that: (1) the CES-D with its standard (0-1-2-3) scoring procedure should be useful for screening to detect subjects with “at high-risk” of depression if the θ point showing the highest information corresponds to the cut-off point, because of its extremely higher information; (2) the CES-D with the 0-1-1-2 scoring procedure could cover wider range of depressive severity, suggesting that this scoring procedure might be useful in cases where more exhaustive discrimination in symptomatology is of interest; and (3) the revised version of CES-D with replacing original positive items into negatively revised items outperformed the original version. These findings have never been demonstrated by the classical test theory analyses, and thus the utility of this kind of psychometric testing should be warranted to further investigation for the standard measures of psychological assessment.

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