scholarly journals An Investigation Of 'Honesty Check' Items In Higher Education Course Evaluations

2011 ◽  
Vol 5 (8) ◽  
Author(s):  
Kelly D. Bradley ◽  
Kenneth D. Royal ◽  
James W. Bradley
Keyword(s):  
Higher Education ◽  
Rating Scale ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Critical Issue ◽  
Course Evaluations ◽  
Similar Measure ◽  
Education Community ◽  
Similar Rating ◽  
Frequency Counts

The reliability and validity of course evaluations in higher education is often assumed. The typical Likert-type surveys utilized when students' evaluate the course and instructor often overlook measurement issues, or deal with them in an ineffective manner. Given the importance that is placed on higher education course evaluations, with results impacting such events as merit raises and promotion, the proper construction and use of evaluation tools is a critical issue. In an effort to assure 'honesty' in student responses, many institutions include items written positively and negatively, which are intended to measure the same construct. Using 537 course evaluations for a mathematics faculty member at a Midwest college, an item analysis is conducted with attention given to means and standard deviations, frequency counts, nonparametric correlations and tests of significant differences between questions that should, in theory, produce a similar measure or exactly opposite. A contention is made that the way the item is asked does matter, at least in some instances, and it should not be assumed that an item written in the positive and negative should directly correlate. The survey research community and institutions utilizing similar rating scale instruments will benefit from the results of this study, as well as the education community in general.

scholarly journals Challenging the Validity of Higher Education Course Evaluations

2006 ◽  
Vol 3 (8) ◽  
Author(s):  
Kelly D. Bradley ◽  
James W. Bradley
Keyword(s):  
Higher Education ◽  
Rating Scale ◽  
Classical Test Theory ◽  
Evaluation Process ◽  
Critical Issue ◽  
Course Evaluation ◽  
Test Theory ◽  
Course Evaluations ◽  
Theory Approach ◽  
Analytical Technique

In higher education, course evaluations are given much attention, with results directly impacting such events as merit review and tenure/promotion. The accurate presentation and proper use of the evaluation results is a critical issue. The typical course evaluation process involves distributing a Likert-type survey to a class, compiling the data and reporting means/standard deviations (classical test theory approach, CTT). One alternative analytical technique is the Rasch model. A theoretical review of each model and an empirical example utilizing end of semester course evaluations from an introductory statistics course taught at a Midwest community college is presented to demonstrate the step-by-step process of feedback via each model. A contention is made that the CTT summary is not producing a valid picture of the evaluation data. The survey research community and institutions analyzing similar rating scale data will benefit from the results of this study as it provides a sound methodology for analyzing such data. The education community will also benefit by receiving better-informed results.

scholarly journals A Scale to Measure the Attitude of Farmers Towards Natural Farming

2005 ◽  
pp. 13-18
Author(s):  
P. H. Zala ◽  
◽  
B.N. Kalsariya
Keyword(s):  
Content Validity ◽  
Rating Scale ◽  
Item Analysis ◽  
Reliability And Validity ◽  
Reliability Coefficient ◽  
Likert Rating Scale ◽  
Natural Farming ◽  
Way Of Thinking

Attitude is defined as the degree of encouraging or depressing feeling of the farmers towards natural farming. Attitude is a way of thinking, acting or feeling of a person towards a situation or cause. It is the accepted fact that an attitude of an individual plays an important role in determining one’s behaviour. Keeping this in view, a standardized scale had been developed to measure the attitude of farmers towards natural farming. A summated (likert) rating scale had been developed. The process started with identifying the dimension, collection of items followed by relevancy and item analysis, checking the reliability and validity for precision and consistency of the results. A total of 45 statements were framed and in which, 19 statements had finally retained which has practical applicability in measuring the attitude of farmers towards natural farming. The scale was containing a total of nineteen statements, out of which thirteen are positive and six statements are negative. The split half method developed by Brown Prophecy was employed to measure the reliability. The reliability coefficient (0.79) and content validity also worked, indicating higher reliability and validity of the scale. Hence, the same would be used elsewhere by any investigator

Reliability and validity of Japanese version of Unified Multiple System Atrophy Rating Scale

2020 ◽  
Author(s):  
Ayaka Chikada ◽  
Jun Mitsui ◽  
Takashi Matsukawa ◽  
Hiroyuki Ishiura ◽  
Tatsushi Toda ◽  
...  
Keyword(s):  
Multiple System Atrophy ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Japanese Version

The Clinician’s Subjective Experience during the Interaction with Adolescent Psychiatric Patients: Validity and Reliability of the Assessment of Clinician’s Subjective Experience

2021 ◽  
pp. 1-8
Author(s):  
Angelo Picardi ◽  
Sara Panunzi ◽  
Sofia Misuraca ◽  
Chiara Di Maggio ◽  
Andrea Maugeri ◽  
...  
Keyword(s):  
Clinical Examination ◽  
Subjective Experience ◽  
Rating Scale ◽  
Mood State ◽  
Psychiatric Patients ◽  
Temporal Stability ◽  
Young Patients ◽  
Reliability And Validity ◽  
Mental States ◽  
Validity And Reliability

<b><i>Introduction:</i></b> The last decade has witnessed a resurgence of interest in the clinician’s subjectivity and its role in the diagnostic assessment. Integrating the criteriological, third-person approach to patient evaluation and psychiatric diagnosis with other approaches that take into account the patient’s subjective and intersubjective experience may bear particular importance in the assessment of very young patients. The ACSE (Assessment of Clinician’s Subjective Experience) instrument may provide a practical way to probe the intersubjective field of the clinical examination; however, its reliability and validity in child and adolescent psychiatrists seeing very young patients is still to be determined. <b><i>Methods:</i></b> Thirty-three clinicians and 278 first-contact patients aged 12–17 years participated in this study. The clinicians completed the ACSE instrument and the Brief Psychiatric Rating Scale after seeing the patient, and the Profile of Mood State (POMS) just before seeing the patient and immediately after. The ACSE was completed again for 45 patients over a short (1–4 days) retest interval. <b><i>Results:</i></b> All ACSE scales showed high internal consistency and moderate to high temporal stability. Also, they displayed meaningful correlations with the changes in conceptually related POMS scales during the clinical examination. <b><i>Discussion:</i></b> The findings corroborate and extend previous work on adult patients and suggest that the ACSE provides a valid and reliable measure of the clinician’s subjective experience in adolescent psychiatric practice, too. The instrument may prove to be useful to help identify patients in the early stages of psychosis, in whom subtle alterations of being with others may be the only detectable sign. Future studies are needed to determine the feasibility and usefulness of integrating the ACSE within current approaches to the evaluation of at-risk mental states.

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

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.

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

2021 ◽  
pp. 147490412199626
Author(s):  
Nina Haltia ◽  
Ulpukka Isopahkala-Bouret ◽  
Annukka Jauhiainen
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Education Students ◽  
Educational Backgrounds ◽  
Mature Students ◽  
Academic Track ◽  
Education Community ◽  
Institutional Structures ◽  
Upper Secondary ◽  
Institutional Habitus

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

A comparison of the ‘Hamilton Rating Scale for Depression’ and the ‘Montgomery-Asberg Depression rating Scale’

1999 ◽  
Vol 11 (1) ◽  
pp. 34-37 ◽  
Author(s):  
I.P.A.M. Huijbrechts ◽  
P.M.J. Haffmans ◽  
K. Jonker ◽  
A. van Dijke ◽  
E. Hoencamp
Keyword(s):  
Clinical Practice ◽  
Clinical Global Impression ◽  
Rating Scale ◽  
Reliability And Validity ◽  
Structured Interview ◽  
Clinical Impression ◽  
Clinical Relationship ◽  
Hamilton Rating Scale ◽  
Depressive States

SummaryAlthough the Hamilton Rating Scale for Depression (HRSD) is the most frequently used rating scale for quantifying depressive states, it has been criticized for its reliability and its usability in clinical practice. This criticism is less applying to the Montgomery-Asberg Depression Rating Scale (MADRS). Goal of the present study is to investigate the reliability and validity, and clinical relationship between the HRSD and the MADRS. For 60 out-patients with diagnosed depression (DSM IV296.2x, 296.3x, 300.40 and 311.00), the HRSD and MADRS were scored at baseline and 6 weeks later by an independent rater according to a structured interview. Also the Clinical Global Impression (CGI) was assessed by a psychiatrist. Satisfying agreement was found between the totalscores (r= .75, p>.000 en r=.92, p>.000 respectively, at baseline and 6 weeks later). Furthermore agreement was found between the items of both scales, and these agree with the clinical impression. The reliability of the MADRS is more stable than the reliability of the HRSD (α = .6367 and α =.8900 vs α = .2193 and α = .8362 at baseline and at endpoint respectively). Considering the ease of scoring both scales in one interview and the widely international use of the HRSD, scoring both the HRSD and the MADRS to measure the severity of a depression seems to be an acceptabel covenant.

Sign in / Sign up

Export Citation Format

Share Document