scholarly journals Validity and Reliability of the Persian Version of Conners’ Early Childhood-Teacher/Childcare Provider ADHD Rating Scale

Helix ◽  
2018 ◽  
Vol 8 (6) ◽  
pp. 4544-4549
Author(s):  
Shahrokh Amiri
Keyword(s):  
Early Childhood ◽  
Rating Scale ◽  
Early Childhood Teacher ◽  
Validity And Reliability ◽  
Persian Version ◽  
Childcare Provider

scholarly journals Validity and reliability of a Persian version of the self- evaluation of negative symptoms (SNS)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shahrzad Mazhari ◽  
Anahita Karamooz ◽  
Mahin Eslami Shahrbabaki ◽  
Farzaneh Jahanbakhsh ◽  
Sonia Dollfus
Keyword(s):  
Negative Symptoms ◽  
Rating Scale ◽  
The Self ◽  
Healthy Controls ◽  
Validity And Reliability ◽  
Five Dimensions ◽  
Self Evaluation ◽  
Persian Version ◽  
Psychiatric Rating Scale ◽  
Positive Correlations

Abstract Aim The Self-evaluation of Negative Symptoms (SNS) has been developed to allow schizophrenia patients to evaluate themselves in five dimensions of negative symptoms. The present study aimed to examine psychometric properties of the Persian version of SNS. Methods A group of 50 patients with schizophrenia and a group of 50 healthy controls received the Persian-SNS. Severity of negative symptoms were evaluated by the Scale for Assessment of Negative symptoms (SANS) and the Brief Psychiatric Rating Scale (BPRS). Results The results showed that the Cronbach’s alpha for the Persian SNS was 0.95. The Persian-SNS and its subscales showed significant positive correlations with the total SANS score and SANS subscales as well as BPRS negative subscale, thus confirming the validity of the scale. Finally, the Persian-SNS showed the ability to discriminate patients with schizophrenia from healthy controls. Conclusion The acceptable properties of the Persian version of SNS demonstrated that it is a practical tool for screening negative symptoms in Persian-speaking schizophrenia patients.

Critically engaging discourses on quality improvement: Political and pedagogical futures in early childhood education

2018 ◽  
Vol 17 (2) ◽  
pp. 189-204 ◽  
Author(s):  
Stephanie Reinke ◽  
Lacey Peters ◽  
Daniel Castner
Keyword(s):  
Early Childhood ◽  
Quality Improvement ◽  
Teacher Educators ◽  
Rating Scale ◽  
Teacher Performance ◽  
The United States ◽  
Performance Assessments ◽  
Early Childhood Teacher ◽  
Negative Consequences ◽  
Rating Systems

This article is a commentary developed by three early childhood teacher educators who are concerned about the negative consequences of contemporary policy trends in the United States. The commentary critically examines the influence of quality improvement in early childhood as it relates to environmental rating systems and the use of teacher performance assessments, more specifically, the Early Childhood Environmental Rating Scale and the Teacher Performance Assessment. The article concludes with a potential vision for early childhood scholars and practitioners—building solidarity to function as an emerging, powerful, ethical community of early childhood curriculum workers that thrives without consensus.

scholarly journals Turkish Adaptation of the Early Learning Observation and Rating Scale—Teacher’s Form: Validity and Reliability Study and Path Analysis for a Turkey Sample

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Ayhan Babaroğlu ◽  
Cem Koçak
Keyword(s):  
Early Childhood ◽  
Path Analysis ◽  
Rating Scale ◽  
Sample Selection ◽  
Early Period ◽  
Preschool Education ◽  
Simple Random Sampling ◽  
Early Learning ◽  
Validity And Reliability ◽  
Learning Domains

Acquiring information on the complete development of children during their early childhood, observing their development, and identifying the domains in which they need support have always been very important. There is a parallelism between development in the early period and learning, and development learning is best achieved by learning in children. Children have very different development patterns. As development occurs simultaneously on a broad spectrum of domains, progress in one domain affects the progress in another domain also. Thus, identification of problems in early childhood is important in terms of assessment of child’s development and learning. The purpose of th study is adaptation of the early learning observation and rating scale—teacher’s form, developed by Coleman, West, and Gillis, to Turkish and the Turkish culture and evaluation of the causality relations between the learning domains through Path analysis in the Turkish sample. Methodologic descriptive and model testing design methods have been used. The study sample consisted of 166 children in the 4-5-year-old group, receiving education in 59 preschool education institutions, and 20 teachers. Simple random sampling method was used in sample selection. Following the Turkish adaptation processes, the validity and reliability of the scale were examined with a pilot study. It was observed that the scale had high appearance-social and scope-construct validity, and the results obtained were coherent with the usefulness and contribution results obtained in the original study. Strong linear relationships were found between each of the seven learning domains in the scale. The early learning observation and rating scale—teacher’s form, which was adapted to Turkish, was suitable for use in the Turkish sample and revealed the competence or incompetence condition of children in the learning domains of children correctly and realistically.

scholarly journals How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 90
Author(s):  
Louise Wanoa ◽  
Michael Johnston
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Teacher ◽  
Independent Learning ◽  
Assessment Process ◽  
Validity And Reliability ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Aotearoa New Zealand ◽  
Learning Stories

Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments. 

Using the Rating Scale Model to Examine the Psychometric Properties of the Self-Efficacy Scale for Driver Competence

2011 ◽  
Vol 27 (3) ◽  
pp. 164-170 ◽  
Author(s):  
Anna Sundström
Keyword(s):  
Psychometric Properties ◽  
Self Efficacy ◽  
Rating Scale ◽  
Measurement Precision ◽  
The Self ◽  
Test Theory ◽  
Self Report ◽  
Scale Model ◽  
Validity And Reliability ◽  
Two Samples

This study evaluated the psychometric properties of a self-report scale for assessing perceived driver competence, labeled the Self-Efficacy Scale for Driver Competence (SSDC), using item response theory analyses. Two samples of Swedish driving-license examinees (n = 795; n = 714) completed two versions of the SSDC that were parallel in content. Prior work, using classical test theory analyses, has provided support for the validity and reliability of scores from the SSDC. This study investigated the measurement precision, item hierarchy, and differential functioning for males and females of the items in the SSDC as well as how the rating scale functions. The results confirmed the previous findings; that the SSDC demonstrates sound psychometric properties. In addition, the findings showed that measurement precision could be increased by adding items that tap higher self-efficacy levels. Moreover, the rating scale can be improved by reducing the number of categories or by providing each category with a label.

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