scholarly journals Item Objective Congruence Analysis for Multidimensional Items Content Validation of a Reading Test in Sri Lankan University

2021 ◽  
Vol 15 (1) ◽  
pp. 106
Author(s):  
Fouzul Kareema Mohamed Ismail ◽  
Ainol Madziah Bt Zubairi
Keyword(s):  
Cognitive Processing ◽  
Reading Ability ◽  
Reading Test ◽  
Sri Lankan ◽  
Content Validation ◽  
Educational Management ◽  
Resource Network ◽  
Test Items ◽  
Development And Validation ◽  
Dimensional Assessment

This paper presents the findings of a study that intended to seek the content validity (CV) evidence of an instrument to measure the reading ability of university students in Sri Lanka. The reading passages and items were adapted from CEFR aligned Learning Resource Network (LRN) materials. The items were designed based on the cognitive processing involved in completing each reading task as prescribed by Khalifa and Weir (2009). As a part of collecting evidence for content validation of the instrumentation, Item Objective Congruence (IOC) analysis is used in this study. In IOC, the congruence between the cognitive processing of reading and the test items were studied providing quantified data for CV. A pool of twelve experts examined a total of 41 test items against eight cognitive processing effectively. As the experts had chosen more than one objective for an item, the IOC formula simplified by Crocker and Aligna (1986) for multi-dimensional assessment of multiple combinations of skills was applied in the present study. The findings of the IOC indicate the experts’ varying degrees of agreement in terms of what some of the items were designed to assess. 38 items had acceptable IOC indices, one item was removed from the study and two items were modified. Items having high congruence show that they test only one skill and those indicating low congruence notify that, items assess more than one cognitive processing skill. The study demonstrates the utility of the IOC method in gathering evidence for CV. Test development and validation are crucial in assessment which is the first and foremost process to evaluate educational management.   

scholarly journals Development and Validation of the Psychotherapeutic Effectiveness Attribution Questionnaire (PEAQ-12) in a Spanish Population

2021 ◽  
Vol 18 (19) ◽  
pp. 10372
Author(s):  
Antonio Romero-Moreno ◽  
Alberto Paramio ◽  
Serafín J. Cruces-Montes ◽  
Antonio Zayas ◽  
Diego Gómez-Carmona ◽  
...  
Keyword(s):  
Principal Component ◽  
Fit Indices ◽  
Content Validation ◽  
Theoretical Orientations ◽  
Confirmatory Factor ◽  
Attribution Questionnaire ◽  
Patient’S Perception ◽  
Development And Validation ◽  
Number Of Individuals ◽  
Initial Process

In recent decades, the study of psychotherapy effectiveness has been one of the pillars of clinical research because of its implication for therapeutic cure. However, although many studies have focused their interest on the patient’s perception, there are no instruments oriented to the study of psychotherapists’ attributions of effectiveness: to what factors psychotherapists attribute responsibility for the cure of the therapies they provide. The present study aimed to develop and validate an instrument for assessing the attribution of the effectiveness of psychotherapy in a population of 69 psychotherapists of different theoretical orientations. After an initial process of inter-judge content validation, 12 items were selected for validation in the targeted population, adequately fulfilling the quality requirements in the validity–reliability tests, and grouped into four factors after principal component analysis. These factors were as follows: (1) therapeutic alliance enhancers; (2) psychotherapist emotional characteristics; (3) therapy-specific variables; and (4) facilitators of patient engagement with therapy. This four-factor structure also showed a good fit for the fit indices checked in confirmatory factor analysis. In summary, we can conclude that the Psychotherapeutic Effectiveness Attribution Questionnaire (PEAQ-12) developed in our research can be helpful if tested on a larger number of individuals. The results can be replicated in other populations of psychotherapists.

scholarly journals ENHANCING STUDENTS' READING ABILITY THROUGH CNA INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 124
Author(s):  
Syahban Mada Ali
Keyword(s):  
Quantitative Analysis ◽  
Reading Ability ◽  
Quantitative Method ◽  
Reading Test ◽  
Post Test ◽  
The Subject

The aim of this research is to find out whether the students’ reading ability improve or not through CNA Indonesia at the fourth semester Students of Tomakaka University of Mamuju. The method was used is quantitative method. The instrument used to collect the data was reading test. The number of test consisted of 15 and the form is multiple choices. The subject of this research was the fourth semester students of Tomakaka University of Mamuju. In analyzing the data collected through quantitative analysis. The result of this research is the use of Channel News Asia (CAN) Indonesia can enhancing the students’ reading ability at the fourth semester students of Tomakaka University of Mamuju. It is supported by the result of the test which given for the students after given treatment. The result showed that there was an improvement significantly between pre-test and post-test

scholarly journals Development and validation of a notational system to study the offensive process in football

Medicina ◽  
2010 ◽  
Vol 46 (6) ◽  
pp. 401 ◽  
Author(s):  
Hugo Sarmento ◽  
Teresa Anguera ◽  
Jorge Campaniço ◽  
José Leitão
Keyword(s):  
Ad Hoc ◽  
Intraobserver Agreement ◽  
Content Validation ◽  
Striking Change ◽  
Development And Validation ◽  
Notational System ◽  
Sophisticated Technology

The most striking change within football development is the application of science to its problems and in particular the use of increasingly sophisticated technology that, supported by scientifi c data, allows us to establish a “code of reading” the reality of the game. Therefore, this study describes the process of the development and validation of an ad hoc system of categorization, which allows the different methods of offensive game in football and the interaction to be analyzed. Therefore, through an exploratory phase of the study, we identified 10 vertebrate criteria and the respective behaviors observed for each of these criteria. We heard a panel of five experts with the purpose of a content validation. The resulting instrument is characterized by a combination of fi eld formats and systems of categories. The reliability of the instrument was calculated by the intraobserver agreement, and values above 0.95 for all criteria were achieved. Two FC Barcelona games were coded and analyzed, which allowed the detection of various Tpatterns. The results show that the instrument serves the purpose for which it was developed and can provide important information for the understanding of game interaction in football.

scholarly journals Development and validation of an instrument for evaluating the ludicity of games in health education

2015 ◽  
Vol 49 (6) ◽  
pp. 978-987 ◽  
Author(s):  
Maria Raquel Gomes Maia Pires ◽  
Leila Bernarda Donato Göttems ◽  
Laianna Victoria Santiago Silva ◽  
Paloma Aparecida Carvalho ◽  
Gislane Ferreira de Melo ◽  
...  
Keyword(s):  
Content Analysis ◽  
Graduate Students ◽  
Health Education ◽  
Kappa Coefficient ◽  
Content Validation ◽  
Validity Index ◽  
Descriptive Research ◽  
Two Stages ◽  
Development And Validation

Abstract OBJECTIVE Developing and validating an instrument to evaluate the playfulness of games in health education contexts. METHODOLOGY A methodological, exploratory and descriptive research, developed in two stages: 1. Application of an open questionnaire to 50 graduate students, with content analysis of the answers and calculation of Kappa coefficient for defining items; 2. Procedures for construction of scales, with content validation by judges and analysis of the consensus estimate byContent Validity Index(CVI). RESULTS 53 items regarding the restless character of the games in the dimensions of playfulness, the formative components of learning and the profiles of the players. CONCLUSION Ludicity can be assessed by validated items related to the degree of involvement, immersion and reinvention of the subjects in the game along with the dynamics and playability of the game.

scholarly journals Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

2020 ◽  
Vol 12 (18) ◽  
pp. 7721 ◽  
Author(s):  
Raquel Barragán-Sánchez ◽  
María-Carmen Corujo-Vélez ◽  
Antonio Palacios-Rodríguez ◽  
Pedro Román-Graván
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Digital Technologies ◽  
Equation Modeling ◽  
Content Validation ◽  
Digital Competence ◽  
Validation Process ◽  
Modeling Techniques ◽  
Development And Validation

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

scholarly journals Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

2020 ◽  
Vol 9 (2) ◽  
pp. 330
Author(s):  
Atieh Farashaiyan ◽  
Rahman Sahragard ◽  
Paramasivam Muthusamy ◽  
Rajantheran Muniandy
Keyword(s):  
Cognitive Processing ◽  
Corrective Feedback ◽  
Questionnaire Development ◽  
Instructional Approaches ◽  
Communicative Practice ◽  
Pragmatic Awareness ◽  
Culture Teaching ◽  
Awareness Raising ◽  
Development And Validation ◽  
Questionnaire Development And Validation

The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors .The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows “Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed. 

Reading Comprehension Test Performance and Hierarchical Classification

1979 ◽  
Vol 11 (4) ◽  
pp. 381-385
Author(s):  
Jean Wallace Gillet ◽  
Herbert C. Richards
Keyword(s):  
Test Performance ◽  
Hierarchical Classification ◽  
Third Graders ◽  
Reading Test ◽  
Stepwise Multiple Regression ◽  
Stepwise Multiple Regression Analysis ◽  
Test Items ◽  
Single Score ◽  
Classification Tasks ◽  
Guttman Scaling

Items from a widely used standardized reading achievement test were rated by trained judges according to the degree to which they required an understanding of hierarchical classification. 2 subtests were constructed from subsets of items that were identified by their extreme ratings: Subtest A was judged to require classification operations from respondents; Subtest B, not to require them. 22 third graders were assessed on 5 types of Piagetian classification tasks. After Guttman scaling, each was assigned a single score for classification ability. Stepwise multiple regression analysis revealed that classification ability was significantly predictive of Subtest A performance, even when performance on Subtest B was controlled statistically. The results were interpreted to mean that reading test performance is partially influenced by one's mastery of hierarchical classification because some test items require this ability. Such items probably discriminate among children on the basis of developmental maturity rather than on instruction-related knowledge.

Story Problem Formats: Drawn versus Verbal versus Telegraphic

1984 ◽  
Vol 15 (5) ◽  
pp. 342-351 ◽  
Author(s):  
John C. Moyer ◽  
Larry Sowder ◽  
Judith Threadgill-Sowder ◽  
Margaret B. Moyer
Keyword(s):  
Reading Ability ◽  
Reading Test ◽  
The Other ◽  
High Ability ◽  
Story Problems ◽  
Matching Problems ◽  
Story Problem ◽  
Low Ability

Eight story problems in a drawn format, eight matching problems in a verbal format, and eight matching problems in a telegraphic format were administered to 854 students in tests at each grade from 3 to 7. Scoring was based on the choice of correct operations to solve the problem. Readers of high ability, as measured by a reading test, chose correct operations more often than low-ability readers. The drawn format was easier than the other two formats. A significant format-by-reading-ability interaction revealed that the advantage of the drawn format was greater for low readers than for high readers.

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