Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument

Abstract Background This paper describes the development and psychometric evaluation of a behavioral assessment instrument primarily intended for use with workgroups in any type of organization. The instrument was developed based on the Nurturing Environments framework which describes four domains important for health, well-being, and productivity; minimizing toxic social interactions, teaching and reinforcing prosocial behaviors, limiting opportunities for problem behaviors, and promoting psychological flexibility. The instrument is freely available to use and adapt under a CC-BY license and intended as a tool that is easy for any group to use and interpret to identify key behaviors to improve their psychosocial work environment. Methods Questionnaire data of perceived frequency of behaviors relevant to nurturance were collected from nine different organizations in Sweden. Data were analyzed using confirmatory factor analysis, Rasch analysis, and correlations to investigate relationships with relevant workplace measures. Results The results indicate that the 23-item instrument is usefully divided in two factors, which can be described as risk and protective factors. Toxic social behaviors make up the risk factor, while the protective factor includes prosocial behavior, behaviors that limit problems, and psychological flexibility. Rasch analysis showed that the response categories work as intended for all items, item fit is satisfactory, and there was no significant differential item functioning across age or gender. Targeting indicates that measurement precision is skewed towards lower levels of both factors, while item thresholds are distributed over the range of participant abilities, particularly for the protective factor. A Rasch score table is available for ordinal to interval data transformation. Conclusions This initial analysis shows promising results, while more data is needed to investigate group-level measurement properties and validation against concrete longitudinal outcomes. We provide recommendations for how to work in practice with a group based on their assessment data, and how to optimize the measurement precision further. By using a two-dimensional assessment with ratings of both frequency and perceived importance of behaviors the instrument can help facilitate a participatory group development process. The Group Nurturance Inventory is freely available to use and adapt for both commercial and non-commercial use and could help promote transparent assessment practices in organizational and group development.

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Females Surpass Males in Computer Problem Solving: Findings from the Minnesota Computer Literacy Assessment

Journal of Educational Computing Research ◽

10.2190/wft2-661v-hkpt-84h9 ◽

1987 ◽

Vol 3 (1) ◽

pp. 39-51 ◽

Cited By ~ 25

Author(s):

Ronald E. Anderson

Keyword(s):

Decision Making ◽

Systems Analysis ◽

Computer Literacy ◽

Assessment Instrument ◽

Problem Analysis ◽

Educational Computing ◽

Literacy Assessment ◽

National Assessment ◽

Computer Problem ◽

Better Than

Results from the 1979 Minnesota Computer Literacy Assessment conducted by the Minnesota Educational Computing Consortium, show that high school females performed better than males in some specific areas of programming. The areas of female superiority are those such as problem analysis and algorithmic application where the problems are expressed verbally rather than mathematically. While these findings may result from unique features of computer education in Minnesota, the findings may also be a consequence of the fact that the Minnesota assessment instrument was relatively free of mathematical bias. These findings and those of the 1982 National Assessment of Science on female superiority in “science decision making” imply that women are better than men at tasks usually defined as systems analysis rather than program coding.

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Establishing Content Validity for the Nutrition Literacy Assessment Instrument

Preventing Chronic Disease ◽

10.5888/pcd10.120267 ◽

2013 ◽

Vol 10 ◽

Cited By ~ 27

Author(s):

Heather Gibbs ◽

Karen Chapman-Novakofski

Keyword(s):

Content Validity ◽

Assessment Instrument ◽

Literacy Assessment

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Development of Pisa 2015 Based Chemical Literacy Assessment Instrument For High School Students

J-PEK (Jurnal Pembelajaran Kimia) ◽

10.17977/um026v6i12021p026 ◽

2021 ◽

Vol 6 (1) ◽

pp. 26-40

Author(s):

Fika Tiara ◽

Oktavia Sulistina

Keyword(s):

High School ◽

High School Students ◽

Assessment Instrument ◽

Literacy Assessment ◽

School Students

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Pengembangan Asesmen Literasi Kimia pada Materi Hukum-Hukum Dasar Kimia dan Stoikiometri Kelas X SMA/MA

EduKimia ◽

10.24036/ekj.v2.i3.a187 ◽

2020 ◽

Vol 2 (3) ◽

pp. 128-133

Author(s):

Apri Yolla Mulya Sartika ◽

Eka Yusmaita

Keyword(s):

Empirical Study ◽

Content Validity ◽

Assessment Instrument ◽

Difficulty Level ◽

Literacy Assessment ◽

Learning Skills ◽

Test Instrument ◽

Three Stages ◽

Fundamental Law ◽

Educational Reconstruction

This chemistry literacy assessment instrument developed because of recent challenge toward student learning achievement evaluation so it could not only grade student’s cognitive ability in term of understanding and memorizing, but also will grade the application of students’ concept to face any problems. The availability of the chemistry literacy assessment instrument consists of various aspects, such as content, context, High Order Learning Skills (HOLS), and attitude. These aspects are expected to answer those challenges. This study aims to produce a proper and right chemistry literacy assessment toward fundamental law of chemistry and stoichiometry topic based on content validity value and questions numbers, reliability grade, difficulty level and chemistry literacy question differentiator level. This study is the development type, which is Model of Educational Reconstruction (MER) design. MER consists of three stages, (1) analysis of content structure, (2) empirical study, (3) development of instruction evaluation. The clarification of a test instrument on empirical study was done toward three chemistry and education experts (lecturer and teacher). The instrument used was chemistry literacy question which consists of seven discourse question, then expanded into 15 questions. The result showed that content validity value of the designed chemistry literacy assessment could be categorized as valid with 1,11 mark. From 15 questions, there are three questions in “very significant” category, nine in “significant” category and three other in “insignificant” category. The reliability test is 0,88. In difficulty level, there are eight questions in “medium” category, six in “difficult” and one in “very difficult”. The differentiator level, there are nine questions in “medium” category, four in “proper” and two other in “not proper”. Question in “insignificant” and “not proper” category is rejected. In conclusion, from 15 designed questions, there are 12 questions in “proper” and “right” category.

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The Use of The Quizizz Application in The Scientific Literacy Assessment of High School Students On Global Warming Material

Jurnal Ilmiah Pendidikan Fisika ◽

10.20527/jipf.v5i2.3309 ◽

2021 ◽

Vol 5 (2) ◽

pp. 162

Author(s):

Azuminatun Nadhifah ◽

Mukhayyarotin Niswati Rodliyatul Jauhariyah

Keyword(s):

High School ◽

Global Warming ◽

High School Students ◽

Scientific Literacy ◽

Scientific Data ◽

Student Response ◽

Assessment Instrument ◽

Difficulty Level ◽

Literacy Assessment ◽

School Students

This research aims to describe the feasibility of the scientific literacy assessment instrument, describe the high school students’ scientific literacy profile on global warming material, and examine scientific literacy instruments' practicality. The research data was collected using scientific literacy instruments with 16 multiple choice and four essays and student response questionnaires. This research refers to the ADDIE model. The analysis data of this instrument's feasibility is viewed from five criteria: the logical and empirical validity of the items, reliability, difficulty level, and distinguishing power. Student response questionnaires analyzed using quantitative descriptive methods. The sampling technique selected randomly. This study's limited trial subjects were 24 physics education freshmen at one of the state university in Surabaya city to determine the feasibility of the scientific literacy assessment instrument. Thirty-three students of Class XI MIPA 3 at one of the private senior high schools in Krian is a field trial. The results showed that the scientific literacy assessment instrument was feasible, with 10 of the 20 items developed. The average achievement of students' scientific literacy as a whole was 38. While the students’ ability in each aspect, namely explaining scientific phenomena, designing and evaluating scientific investigations, and interpreting scientific data and evidence, is in a very low category, less than 50%. The practicality of the instrument developed with a value range of 62%-74% in a good category. This research can be used as an evaluation material in learning activities to be more effective and optimal in improving scientific literacy skills.

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Assessing secondary students’ scientific literacy: A comparative study of suburban schools in England and Malaysia

Science Education International ◽

10.33828/sei.v32.i4.9 ◽

2021 ◽

Vol 32 (4) ◽

pp. 343-352

Author(s):

Mohd Syafiq Aiman Mat Noor ◽

Keyword(s):

Secondary Students ◽

Scientific Literacy ◽

Research Area ◽

Suburban Schools ◽

Assessment Instrument ◽

Literacy Assessment ◽

Domain Specific ◽

Data Collection And Analysis ◽

Malaysian Students ◽

English Students

This study sought to assess the level of secondary students’ scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analysed the data using the OECD’s three domain-specific competencies of scientific literacy, namely: i) explain phenomena scientifically, ii) evaluate and design scientific enquiry, and iii) interpret data and evidence scientifically. To assess the level of secondary students’ scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the ‘Nature of Scientific Literacy Test’ (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students’ scientific literacy, the study found that OECD’s three domain-specific competencies of scientific literacy provided better insights into the level of secondary students’ scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students’ scientific literacy in more detail.

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