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This guide is designed to help researchers make sure that their research reports include enough information about study measures so that readers can assess the quality of the study's methods and results. The guide also provides examples of write-ups about measures and suggests resources for learning more about these topics. The guide assumes that researchers have: (1) clearly articulated their research questions; (2) completed a rigorous review of the leading measures for assessing each necessary component of the theory of change and the relevant domains and constructs; and (3) selected measures that are aligned with the intervention's theory of change (also referred to as a logic model), and that address the study's research questions. These measures may include contextual factors, inputs to implementation, expected intervention activities, out- puts, and both short-term and long-term outcomes (Lugo-Gil et al. 2011; W.K. Kellogg 2004). Also provided are five checklists to help researchers provide complete information describing: (1) their study's measures; (2) data collection training and quality; (3) the study's reference population, study sample, and measurement timing; (4) evidence of the reliability and construct validity of the measures; and (5) missing data and descriptive statistics. The brief includes an example of parts of a report's methods and results section illustrating how the checklists can be used to check the completeness of reporting. A bibliography is also included. The appendix contains "Measures Reporting Checklist for Researchers".

Six tasks, selected from assessments administered in 2007 as part of the Cognitively-Based Assessments of, for, and as Learning (CBAL) project, were revised in an effort to remove difficulties with the tasks that were unrelated to the construct being assessed. Because the revised tasks were piloted on a different population from the original tasks, it was not possible to make direct comparisons between the performance of the revised tasks and that of the original tasks, other than to make a qualitative assessment of whether or not the nonconstruct difficulties had, in fact, been removed. But we were able to pilot between 2 and 4 versions of each revised task, and we could compare the performance of our pilot sample on the various versions of each task. For Mix It Up, we prepared 2 nonparallel versions--the first attempted to preserve the construct-related difficulty of the original while removing the nonconstruct-related ambiguities, and the second was intended to be an easier task that measured the same skills and abilities. For Fruit Drink and Paste we created 4 versions, carefully varying different aspects of the language while keeping other aspects constant. For the 2 tasks from Bigfoot, we varied 2 features independently, creating 2 versions of each feature and therefore 4 versions of each task. Finally, for Forest Carbon, we created 4 versions, varying from unscaffolded to carefully scaffolded. Because the revision of each task was its own experiment, the analysis of each task, and our conclusions from that analysis, are described separately. Appended are: (1) Revised Items; and (2) Codes Used in Scoring Tasks and Frequency of Response Data. (Contains 29 figures and 36 tables.)

This presentation was presented at the 2011 National Conference on Student Assessment (CCSSO). The focus of this presentation is how to validate the common core state standards (CCSS) in math and ELA and the subsequent assessments that will be developed by state consortia. The CCSS specify the skills students need to be ready for post-secondary career training or college credit courses, yet much of the evidence has been based on professional judgments and reviews of standards and assessment frameworks specified by states and international assessments. A comprehensive validation strategy requires multiple sources of convergent evidence. This presentations reviews the sources of such evidence, the weight that should be attributed to such evidence and some preliminary thinking about how to proceed in developing a validation framework. The College Board's college readiness benchmarks, and how they have been empirically developed, are also discussed.

This handbook is designed as a quick reference for first-year teachers who find themselves in an assessment driven environment with little experience to help make sense of the language, underlying philosophy, or organizational structure of the assessment system. The handbook begins with advice on developing and evaluating effective learning goals/outcomes, provides a range of assessment techniques that include informal, formative and summative approaches, and offers teachers a reference for understanding the current K-12 assessment system from the national to school level structures. Two appendixes present: (1) Construct Validity; and (2) Enhancing Academic Excellence In Social Studies through Authentic Assessment and Portfolio Assessment (B. A. Adeyemi). A bibliography and glossary are also included.

In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and split-half reliabilities; reliability of the slope estimates; construct, concurrent, and predictive validity; and predictive validity of the slope estimates. Results demonstrate the technical adequacy of easyCBM[R] mathematics measures and add to the research on the technical properties of curriculum-based measurement (CBM). (Contains 1 footnote.)

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school year in school districts in the Pacific Northwest. (Contains 159 tables and 1 footnote.) [Support for this work was provided by the Center on Teaching and Learning (CTL).]

The goal of this project was to produce a set of civic measures with sound psychometric properties appropriate for use with young people ages 12-18. Measures selected tap aspects of adolescent civic behaviors, opinions, knowledge, and dispositions. The measures are easy to administer and can be used by educators, staff of community-based organizations, program evaluators, and scholars. The data used to derive the civic measures were gathered from two waves of surveys with 1,924 students ages 12-18 from 88 social studies classes in the Northeastern United States. These data were collected during the 2004 election campaign with the pre-survey occurring 4-6 weeks prior to the election and the post-survey occurring 4-6 weeks after the election. All constructs in the report are based on student self-assessments. It is also important to highlight the future orientation of many of the items in the constructs. Several of the questions ask students to estimate the likelihood that they will engage in various community and political activities after high school. Other items ask students to rate their perceived ability to respond to a hypothetical scenario. The constructs were created by either calculating the mean score of the individual items or by summing the frequency. In this project summary, authors note the psychometric properties of constructs, item stems, response formats and, where appropriate, the sources from which items in scales were derived or adapted. The constructs included in this report were evaluated both for face and measurement validity: constructs were created so as to maximize the meaning of the scale and the statistical reliability. (Contains 2 endnotes and 1 figure.) [This report was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE).]

Because there are few instruments designed to measure the specific behaviors and characteristics instructors expect of college students and how well the majority of their students meet those expectations, an original survey instrument has been created to address that need. Focus group interviews were held, and as a result of those interviews, an initial survey instrument was created. The survey was reviewed by the focus group participants and an expert in educational measurement to determine content and face validity. For construct validity and reliability, the survey was pilot tested via the Internet with a link to the survey sent to 250 college instructors who represented various content areas and levels of instruction. The survey and results of the pilot study are included in this paper. Supplemental tabular data is appended. [Abstract modified to meet ERIC guidelines.] (Contains 33 tables.)

To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and ELL achievement. The work reported here operationalized academic language within a systemic functional linguistics theory (also called "functional grammar"). This theory of language use provided teachers and students with a framework for analyzing language in a manner that both built on existing language knowledge (or schemas) and provided them with an accessible structure for examining more complicated language (and content) concept. Based on our literature review, previous findings, and new ELL-sensitive OTL model, we investigated the following research questions in this study: (a) To what extent and in what ways are students being exposed to key OTL variables in classrooms? (b) What is the impact of academic language and other OTL indicators on ELLs' and non-ELLs' performance on LAPA? After an introduction and literature review, the remainder of this report addresses sources of data, description of instruments and procedures, and types of analyses selected for the study; findings related to the research questions; and concludes with a discussion based on the findings. One of the most important findings from this study points to the need for explicit instruction on academic language. The positive impact of functional grammar implementation on student outcomes also suggests that in order for ELLs to fully benefit from assessment-driven reform, teachers need the capacity to make the linguistic expectations clear to students by focusing on the linguistic elements that are characteristic of academic registers. The following are appended: (1) Training Effectiveness Description; (2) LAPA Prompt; (3) LAPA Holistic Scoring Rubric; (4) Functional Grammar Rubric; (5) Opportunity-to-Learn Teacher Surveys; (6) Teacher Observation Protocol; (7) Interview Protocol; (8) Teacher Interview Scoring Rubric; (9) Teacher Interview Scoring Rubric; and (10) Pre & Post Institute Teacher Survey. (Contains 49 tables.)

Under the federal Individuals with Disabilities Education Act (IDEA), school districts are required to meet the educational needs of all students with disabilities. However, school districts struggle to provide adequate services to students with disabilities who have extraordinary needs and require unusually high expenditures to meet those needs. In response to concerns about the expenditures required to serve these students, the President's Commission on Excellence in Special Education recommended that the IDEA include models for funding the costs of high-need children and allow state and local education agencies to proactively prepare for unanticipated fiscal obligations associated with the provision of special education (U.S. Department of Education, 2002a). The purpose of this report is to identify those students with disabilities on whom school districts are spending the most money, and to find out who these students are and how they differ from other students with disabilities. Specifically, the aim of the report is to provide a descriptive analysis of the magnitude of variations in per pupil expenditures to educate students with disabilities across all school districts in the nation, and to explore the characteristics of those students at the top of the expenditure distribution. This information will enhance individuals' understanding of children with exceptionally high expenditures and assist educational leaders in determining how best to address the service needs of these students. The descriptive analysis presented here focuses on different significant points along the distribution of expenditures on children with disabilities and looks at the characteristics of these children with respect to: (1) demographic characteristics (i.e., gender, ethnicity); (2) primary category of disability; (3) functional abilities; (4) grade level performance in reading and math; (5) types of instructional services; and (6) class sizes and caseloads in which they are served. This report focuses on kindergarten through twelfth-grade students. Preschool students, students enrolled in vocational schools and juvenile justice schools, and students served outside of their local school districts in non-public schools or other public agencies are not included due to insufficient sample size. Appended are: (1) Per Pupil Total Educational Expenditures and Special Education Expenditures, by School Type; (2) Distribution of Students with Average and High Expenditures Gender, Ethnicity and School Type; (3) Primary Disability Category, by School Type; (4) ABILITIES Index Average Scores, by School Type; (5) Gap Between Grade Level and Performance in Reading and Math, by School Type; (6) Hours Per Week of Instructional Services Provided To Students with Disabilities, by School Type; (7) Class and Group Size of Instructional Services; (8) ABILITIES Index Form; and (9) The ABILITIES Index: Psychometric Properties and Construct Validity. (Contains 19 exhibits and 17 footnotes.)

Job training has become an important aspect of an employee's overall job experience. However, it is not often called out specifically on instruments measuring job satisfaction. This technical manual details the processes used in the development and validation of a survey instrument to measure job training satisfaction and overall job satisfaction. Included in the manual are construct development processes and construct definitions, reliability and validity checks and verifications, and results of a pilot study. Also included is the instrument itself, along with details on instrument administration and scoring. (Contains 11 tables.)

This paper discusses the measurement of unobservable or latent variables of students and how they contribute to learning in an online environment. It also examines the construct validity of two questionnaires: the College Experience Survey and the Computer Experience Study, which both measure different aspects of student attitudes and behavior towards college and computers. The paper theorizes that five student characteristics influence scores on the 50 items tested on these two surveys. These characteristics are: (1) purpose in taking the course; (2) level of interaction with teachers; (3) study habits; (4) attitude about using computers; and (5) ability to use computers. Based on the analysis of the instruments, it was concluded that both instruments needed some adjustments to more effectively measure the effect of latent variables and that administration bias (traditional classroom students must opt out while online students opt in) needs to be addressed. The paper also suggests that focus groups be conducted to better understand how students interpret key questions. Once these modifications have been made to the instruments, they will be better able to compare the student groups and control for initial differences among students. (LD)

The School Leaders' Licensure Assessment (SLLA) is a 6-hour, written, constructed-response test intended for use in the licensing of principals, headmasters, and other school leaders. The pilot test was administered in 1996 to 247 students who were within six credits of completing their graduate degree programs in educational leadership. About 36 percent were from urban districts, 32 percent from suburban districts, and 32 percent from rural districts. About 66 percent of the test takers were female, 51 percent were white, 33 percent were black, and 14 percent were Hispanic, 2 percent were American Indian. The scorers of the pilot test were practicing school principals. The scoring was holistic, each scorer read the response to the question and assigned a numerical rating, and each question had a set of explicit scoring rules. The total scores of the participants ranged from 20 to 74, with a mean of 53 and a standard deviation of 11. The largest differences in the subgroups were found between the white participants and those from the minority populations. Tables and figures provide various visual representations of the findings. (RJM)

This document discusses in depth the theoretical background of the Lexile Framework, which is based on the assumption that reading comprehension is the best predictor of success in higher education and job performance, and that it is the most tested construct in education. The first section defines measurement and differentiates between specific and general objectivity. The second section explains the Lexile Framework, and discusses: the lexile theory, the semantic component, the syntactic component, the calibration equation, the lexile scale, testing the lexile equation, interpreting lexile measures, forecasting comprehension rates, and ergonomics of the lexile framework. The third section discusses measurement error, including the components: text measure error, reader measure error, comprehension forecast error, linking standard errors, and how errors combine. Contains 8 tables, 2 figures, 3 notes, and 49 references. (EF)

Instructions for the administration of the Opinions about Deaf People Scale are given. This scale measures the beliefs of hearing adults about the capabilities of deaf adults. The somewhat ambiguous title of the instrument is designed to avoid leading respondents to respond in socially desirable ways. The instrument is based on misconceptions hearing adults might hold about the capabilities of deaf adults. The scale can be administered individually or to a group. It is a summative scale, and each subject's score can be calculated by adding the points for all 20 items. A low score reflects a positive attitude about the capabilities of the deaf, while a high score reflects a negative attitude. A scoring key is included. A pilot test with 290 college students supported construct validity and suggested one general deaf capabilities factor, with a few items that correlate moderately to strongly with an intelligence factor. The scale is in Appendix A. (SLD)

The National Assessment of Educational Progress (NAEP) is a congressionally mandated survey of educational achievement of American students in a variety of curriculum areas and of changes in that achievement over time. The National Assessment Governing Board (NAGB) has established new standards for reporting the results that determined three achievement levels: basic, proficient, and advanced. The basic level denotes partial mastery of the knowledge and skills fundamental for proficient work at each grade. Proficient, the central level, represents solid academic performance and demonstrated competence over challenging subject matter. The advanced level signifies superior performance beyond proficient. This book, volume III of the Initial Performance Standards for the 1990 NAEP Mathematics Assessment, describes the process of how these three levels were determined. The chapters include: Chapter 1: Executive Summary; Chapter 2: Overview to the Achievement Level-Setting Process; Chapter 3: Achievement Levels Methodology: Phase 1; Chapter 4: Analysis of Achievement Level Ratings: Phase 1; Chapter 5: Conclusions and Recommendations: Phase 1; Chapter 6: The Replication/Validation Study: Phase 2; Chapter 7: Analysis of Achievement Level Ratings--Validation/Replication; Chapter 8: Additional Topics; and Chapter 9: Conclusions and Recommendations. The bulk of the document is contained in the appendices that follow. These 14 appendices provide a detailed account of the development and validation of the established levels in a series of 85 related tables and documents. (MDH)

The OECD Program for International Student Assessment (PISA) and the OECD Teaching and Learning International Survey (TALIS) constitute two of the largest ongoing international student and teacher surveys presently underway. Data generated from these surveys offer researchers and policy-makers opportunities to identify particular educational institutional arrangements--that is, how aspects of educational systems are organised to promote equality of educational opportunity both within and between countries. Naturally, policy makers are interested in all three levels of the school system--students, teachers, and schools, in order to fully understand within and between country differences in relations between the inputs, processes, and outcomes of education. A serious limitation of these data collection efforts is that each survey is missing an important component of the educational system in their design--namely, PISA is missing teacher-level data and TALIS is missing student-level data. This limitation can be partly addressed by statistically linking both surveys. This involves the creation of a synthetic cohort of data--that is, a new data file that combines information from both surveys. This paper presents a systematic evaluation of a set of statistical matching methods focused on the goal of creating a synthetic file of PISA 2009 and TALIS 2008 data for Iceland. We evaluate the extent to which each method provides a matched data set that maintains the essential properties of PISA and TALIS, concentrating on a set of validity criteria established by Rassler (2002). The experimental study provides a proof of concept that statistically matching PISA and TALIS is feasible for countries that wish to draw on the added value of both surveys for research and policy analysis. Three annexes include: (1) R Scripts for PISA-TALIS Matching Project; (2) Script for Calculating Marginal Distributions and Conditional Covariance Matrix; and (3) Recent OECD Publications of Relevance to This Working Paper. (Contains 7 tables, 12 figures, and 7 footnotes.)

The purpose of this study was to investigate the factor structure of a Factors Influencing Pursuit of Higher Education (FIPHE) Questionnaire which addresses factors influencing a person's decision to pursue higher education. Researchers used a literature-based, rational factors approach to develop the questionnaire; the three-part study included a pilot study to assess the internal consistency of the scales (e.g., evaluate mechanical aspects such as grammar, form, content, readability); a second study to validate the questionnaire; and a third study to evaluate the factor structure of the questionnaire. Study participants were students enrolled in general studies classes at two southeastern universities during spring 1997 and fall 1998 semesters. Internal consistencies were evaluated through a reliability analysis. Factor analysis revealed that the hypothesized structure of the questionnaire to be somewhat accurate, with the 9-factor solution as effective as the 10-factor solution in defining the set of variables. The results of the study suggested that the FIPHE questionnaire was a potentially useful instrument for investigating the factors that influence individuals to pursue higher education. (CH)

Basic principles that should be followed by anyone developing a scale are reviewed, with emphasis on verbally mediated measures. The essential first step is a clear conceptualization of the target construct. Item development and ensuring unidimensionality follow. Factor analysis can be crucial in establishing unidimensionality and discriminant validity. (SLD)

This study was undertaken to shed light on problems concerning the construction and use of a common test battery for various South African population groups. Specifically, the psychometric suitability for use with Indian and Black pupils, of the Junior Aptitude Tests (JAT), which were standardized for White pupils in Standard 7 was studied. The predictive validity and construct validity of the JAT and the test items were also investigated. The sample consisted of: (1) 1,056 White students from 30 schools; (2) 1,063 Indian students from 30 schools; and (3) 1,093 Black students from 28 schools. The students in the sample ranged in age from 13 to 20 years. Bias in the JAT was studied through comparison with results on the Raven Standard Progressive Matrices of J. C. Raven et al. (1977) and results on a reasoning test and biographical questionnaire developed for the study. Most tests of the JAT battery were found to be suitable for Indian students, but not for Black students. Differences between the JAT means for White and Black students were generally two standard deviations and more, and test reliabilities were low. Although construct bias was not apparent, bias was found in many test items. This study illustrates the difficulties involved in assessment of the diverse population groups in South Africa. A 109-item list of references is attached. Seven tables in Appendix A, 7 in Appendix B, and 60 graphs in Appendix C provide data to support the report. (SLD)

Background: Previous research found that healthcare professionals had low preparedness for palliative care. Thus, it is necessary to explore healthcare professionals' self-efficacy. The Swedish Self-Efficacy in Palliative Care Scale (SEPC-SE) evaluates readiness in communication, patient management and multidisciplinary teamwork; however, it should be tested on a larger population. Furthermore, the constructs of the SEPC-SE should be compared to that of the original SEPC. Aim: This study aimed to evaluate the consensus between the construct validity and reliability of the SEPC and the translated and adapted SEPC-SE. Furthermore, it aimed to describe and compare the self-efficacy of nurses and physicians in hospitals and explore the associated factors. Methods: The nurses (n = 288) and physicians (n = 104) completed the SEPC-SE. Factor analysis with Cronbach's alpha evaluated validity and reliability, and an analysis using the Mann-Whitney U test compared self-efficacy and multiple linear regression-associated factors. Results: The SEPC-SE revealed three factors with high reliability. Education or experience in specialised palliative care was minor, especially for nurses. Self-efficacy was highest in patient management (nurses, median [md] = 74.57, physicians md = 81.71, p = 0.010) and communication (nurses md = 69.88, physicians md = 77.00, p = 0.141) and lowest in multidisciplinary teamwork (nurses md = 52.44, physicians md = 62.88, p = 0.001). The strongest associations with self-efficacy were education at work and advanced homecare experiences. In addition, there were significant associations between years in the profession, male sex, physicians and university education. Conclusion: The SEPC-SE is valid and reliable for measuring self-efficacy. Nurses had lower self-efficacy than physicians. Physicians were associated with higher self-efficacy and had more education and experience in palliative care settings, which may explain their levels of self-efficacy.

The purpose of the study was to analyze the construct validity and reliability properties of the Self-assessment scale of teaching competencies and institutional context for the promotion of creativity in High School and Higher Education. To comply with what was proposed, the instrument was applied to 200 teachers of upper secondary and higher education. The construct validity analysis was performed using the exploratory factor analysis technique and reliability using Cronbach's Alpha. The results evidenced the existence of four factors (competencies regarding cognitive aspects, mastery of knowing how to do and create, attitudinal and affective aspects, institutional context), coinciding with what was theoretically proposed and that together explained more than 55% of the variance. The reliability analysis revealed optimal values, both for the total scale (Cronbach's Alpha: 0.964) as well as for factors. It can be affirmed that the scale allows evaluating the competences and conditions of teachers regarding the promotion, design and implementation of educational experiences to develop the creativity of the student body, taking as a reference the assessment of Mexican teachers., El propósito del estudio fue analizar las propiedades de validez de constructo y confiabilidad de la Escala de autoevaluación de competencias docentes y contexto institucional para el fomento de la creatividad en la educación media superior y superior. Para cumplir con lo propuesto el instrumento fue aplicado a 200 docentes de educación media superior y superior. El análisis de validez de constructo se realizó con la técnica del análisis factorial exploratorio y la confiabilidad mediante el Alfa de Cronbach. Los resultados evidenciaron la existencia cuatro factores (competencias respecto a los aspectos cognitivos, dominio del saber hacer y crear, aspectos actitudinales y afectivos, contexto institucional), coincidiendo lo propuesto teóricamente y que en conjunto explicaron más del 55% de la varianza. El análisis de confiabilidad reveló valores óptimos, tanto para la escala total (Alfa de Cronbach: 0.964) así como por factores. Se puede afirmar que la escala permite evaluar las competencias y condiciones de los docentes respecto a la promoción, diseño e implementación de experiencias educativas para desarrollar la creatividad del estudiantado, tomando como referencia la valoración de docentes mexicanos.

The fourth industrial revolution and employers’ focus on profit have led to numerous changes in seafaring. Working in a fast-paced, demanding and challenging work environment requires a variety of skills. Therefore, the need to transfer knowledge to less experienced crew members as part of personnel development has increased the importance of the onboarding process. Considering that previous studies have not investigated the onboarding process of seafarers, this pilot study aimed to develop an instrument that would measure ship familiarization as an important part of the onboarding process of seafarers. 102 responses were collected and the results of the exploratory factor analysis revealed two dimensions. Namely: Efficient onboarding and Stress on board which together explain forty-nine percent of the variance. The reliability of the two subscales was satisfactory. Future studies should delve into other parts of seafarers’ onboarding and be conducted on larger and more diverse samples which would allow for more solid conclusions., Peer Reviewed

Introduction: The central model of student perceptions presented, offering a general characterization of their perception and its role in the relationship between teaching, learning and context, from a socio-cognitive perspective. Also, the attributional model of student perception is presented, which is based on the central model and integrates the view of Weiner’s attributional theory. Background: The theoretical contribution made is based on the analysis of the student’s perception from the perspective of cognitive social psychology and socio-cognitive theories of motivation, and a substantive approach to construct validity. Discussion: The models presented offer a useful conceptual framework for research on the quality of teaching and learning, the development and validation of instruments, and educational evaluation., Introducción: Se presenta el modelo central de la percepción del estudiante que ofrece una caracterización general de su percepción y del papel de esta en la relación entre la enseñanza, el aprendizaje y el contexto, desde una perspectiva socio-cognitiva. También, se presenta el modelo atribucional de la percepción del estudiante, que se basa en el modelo central  e integra la mirada de la teoría atribucional de Weiner. Antecedentes: El aporte teórico realizado se basa en el análisis de la percepción del estudiante desde la mirada de la psicología social cognitiva y teorías socio-cognitivas de la motivación, y un enfoque substantivo a la validez de constructo. Discusión: Los modelos presentados  ofrecen un marco conceptual útil para la investigación de la calidad de la enseñanza y el  aprendizaje, el desarrollo y validación de instrumentos y en evaluación educativa., Introdução: Apresentamos o modelo central da percepção do aluno. Esse modelo fornece uma caracterização geral da percepção do aluno e o papel que ela desempenha na relação entre ensino, aprendizado e contexto. Esse modelo segue uma perspectiva sociocognitiva. Além disso, é apresentado o modelo atribucional da percepção do aluno, que se baseia no modelo central e integra a visão da teoria atribucional de Weiner. Contexto: A contribuição teórica feita baseia-se na análise da percepção do aluno do ponto de vista da psicologia social cognitiva e das teorias social-cognitivas da motivação, além de uma abordagem substantiva da validade do construto. Discussão: Os modelos apresentados oferecem uma estrutura conceitual útil para pesquisas sobre a qualidade do ensino e da aprendizagem, desenvolvimento de instrumentos, estudos de validade e avaliação educacional. .

Background: To provide both preventive and rehabilitative conditions in a workplace, one must understand how employees experience work demands. Such an understanding can be obtained from each individual with valid and quality-assured questionnaires. The Work Environment Impact Questionnaire (WEIQ) is a new questionnaire for measuring employees' self-perceived work ability in relation to their specific workplace environment. The purpose of this study was to assess the measurement properties in terms of construct validity of the WEIQ. Methods: A cross-sectional survey study was conducted with 288 respondents from three different workplaces involving assisted living personnel, vocational rehabilitation personnel and personnel at a research institute. The measurement properties of the WEIQ were assessed according to Rasch Measurement Theory (RMT), including assessment of item-to-sample targeting, threshold ordering, item fit statistics, unidimensionality and reliability. Results: Item fit, i.e., fit residuals, item characteristic curves (ICC) and chi square values, were all satisfactory, and no disordered thresholds were present after collapsing the lowest response categories. However, issues with local dependent (LD) item correlations was present in 7.6% cases, four items showed statistically significant differential item functioning (DIF), where 11% of the respondents had person fit residuals outside the recommended range of +/- 2.5 and the t-test for unidimensionality did not meet the criterion of 5%. Scale-to-sample targeting and reliability (0.92) were good. LD could be resolved with testlets and at the same time maintaining fit and improving dimensionality, but then the reliability decreased to 0.82. Conclusions: This study provides an initial validation of the WEIQ to be used for assessing employees' self-perceived work ability. Most measurement properties were acceptable, but further exploration of LD, DIF and unidimensionality in additional work settings and wi

The research aimed at the translation of Couple Satisfaction Index-4 for the cultural adaptation and use in context of Pakistani married individuals. It focused on Current translation and development of psychometric properties for the four-item version. Numerous researches have been conducted to investigate the marital satisfaction of romantic partners. In this context, couple satisfaction index is the widely used instrument based on availability of its different versions containing 32, 16, and 4 items. Couple Satisfaction Index-4 was first translated in Urdu language by obtaining two versions of Urdu through help of bilingual experts. Second, subject matter experts and five couples reviewed the final Urdu version for face validity and clarification of any ambiguities. Based on the feedback, corrections were made, and final Urdu version was obtained. Back translation was obtained with bilingual experts that was verified and approved by original author. After fulfilling all these criteria Urdu version was ready for the validation. For validation, 100 couples were recruited from five provincial capitals of Pakistan. They were provided with informed consent, demographic sheet, Urdu translated instrument and Satisfaction Level subscale of Urdu translated Investment Model Scale. The obtained data was first checked for normality assumption. After obtaining acceptable values of skewness and kurtosis, confirmatory factor analysis and Pearson correlation was performed for construct validation. The findings suggested that CSI-4 Urdu translated version has sound psychometric properties for assessing couple and individual marital satisfaction among adults of Pakistan.

Observational instruments are proposed as the best method to assess the quality of parent–child interaction. However, the psychometric properties and theoretical foundations of these observational tools have been questioned. Further, very few studies have focussed on the construct validity of these instruments for father–child interaction quality. In this study, we examined the construct validity of the Coding Interactive Behavior (CIB) measure in a sample of 320 father-infant dyads. A four-factor model, previously found to fit mother–infant interactions, failed to demonstrate an acceptable model fit for our father-infant sample. Instead, a data-driven three-factor model was indicated to be a better fit. This model consists of the composites, ‘Paternal Sensitivity’, ‘Paternal Positive Affect’, and ‘Child Engagement’. Interestingly, while these factors bear similarities to those found in maternal interactions, they manifest distinct characteristics for fathers. Our results emphasize the necessity of refining and validating observational tools specifically for diverse parent–child contexts.

Product value chains cause environmental and social impacts, of which many are currently unaccounted for in the price of products. Several methods exist to calculate the pressures of such impacts, as well as their monetization. In the context of life cycle assessment (LCA), expressing environmental and social impacts in monetary terms allows for aggregation and easier communication. Many methods for monetization exist, with fundamental differences in their underlying monetization approach, accuracy, availability and application. Scientific and private sector initiatives have introduced full cost accounting methods that also use different monetization approaches. We reflect on the differences between such existing methods. First, we review the foundations of monetization and introduce a new categorization to align terminologies. We summarize the connections between monetization and life-cycle assessment methods, since both categories of methods can be seen as the building blocks of existing full cost accounting methods. We then sketch the monetization landscape and its challenges. Next, we inventory current product-oriented full cost accounting methods and, through interviews with their developers, provide insights into their underlying monetization philosophy, data sources and quality, scoping, aggregation, and transparency. From this review, we propose four provisional ground rules for product-oriented full cost accounting methods in the discussion section, addressing theoretical framing, the time dimension, the integration of positive impacts and the methods’ transparency.

BACKGROUND: Existing bladder-specific measures lack the ability to assess the full range of bladder health, from poor to optimal health. OBJECTIVE: This study aimed to report evidence of validity of the self-administered, multidimensional bladder health scales and function indices for research in adult women. STUDY DESIGN: A cross-sectional population-based validation study with random assignment to paper or electronic administration was conducted using national address-based probability sampling supplemented by purposive sampling of women with lower urinary tract symptoms in 7 clinical research centers. Construct validity of the bladder health scales and function indices was guided by a multitrait-multimethod approach using health and condition-specific questionnaires, bladder diaries, expert ratings of bladder health, and noninvasive bladder function testing. Internal dimensional validity was evaluated using factor analysis; internal reliability was assessed using paired t-tests and 2-way mixed-effects intraclass correlation coefficient models. Chi-square, Fisher exact, or t-tests were used for mode comparisons. Convergent validity was evaluated using Pearson correlations with the external construct measures, and known-group validity was established with comparison of women known and unknown to be symptomatic of urinary conditions. RESULTS: The sample included 1072 participants. Factor analysis identified 10 scales, with Cronbachs alpha ranging from 0.74 to 0.94. Intraclass correlation coefficients of scales ranged from 0.55 to 0.94. Convergent validity of the 10 scales and 6 indices ranged from 0.52 to 0.83. Known-group validity was confirmed for all scales and indices. Item distribution was similar by mode of administration. CONCLUSION: The paper and electronic forms of the bladder health scales and function indices are reliable and valid measures of bladder health for use in womens health research.

BACKGROUND: Suicide treatment research has placed major emphasis on preventing behavior, an observable phenomenon. Suicidal ideation (SI), however, is a distressing experience that annually impacts >15 million Americans; yet the construct validity of SI has not been well established, limiting empirical attention. METHOD: We compared the coherence of three SI items (diminished wish to live, urge to die/controllability, suicide intent/expectations) and four related items across three adult samples (N = 314) that differed based on current SI severity and assessment time-scales (retrospective versus momentary). RESULTS: A measurement model with scalar invariance had acceptable fit (CFI = 0.969, RMSEA = 0.076), indicating that the SI items consistently loaded onto one construct across samples. The structural model with metric invariance also had acceptable fit (CFI = 0.956, RMSEA = 0.063) and three of four related items (burdensome, hopelessness, and fatigue, but not agitation) were associated with SI across samples. LIMITATIONS: Use of existing data limited the items considered. CONCLUSIONS: Suicidal ideation is a coherent construct independent of the items used to assess it, the assessments time-scale (retrospective versus momentary), or the severity of thoughts, and is worthy of greater empirical, clinical, and policy attention.

The development of survey items includes the preparing and validating the items. A construct validity and reliability are two important concepts in survey research that are used to assess the quality of survey items. This study was conducted to generate on the construct validity process of the survey items in heutagogy elements specifically for vocational learning. Items have been developed based on relevant literature and the context of vocational education in particular leads to readiness for employment. Therefore, to go through the process of validity and reliability of the items, this study involved 100 students from Vocational Colleges to response the survey items. There are 71 items in a set of questionnaires with six elements consists of Exploring, Collaborating, Relationship, Creating, Reflection and Sharing. The data was analysed based on Rasch Model as statistical measurement model that can be used to assess the validity and reliability of research instruments. The construct validity was examined by analysing the point-measure correlation index, infit, and outfit values; meanwhile, the reliability was examined by analysing the item reliability index. The results have shown that the findings of the analysis found seven items dropped because the items did not meet the requirements of the established analysis. By analysing the data collected from the questionnaire, the final instrument shows a total of 64 items suitable for measuring six elements of heutagogy. The Rasch Model differs from other measurement models in reliability assessment by focusing on one-dimensionality, assessing both person and item reliability, enabling item calibration, and providing fit statistics. Hence, this systematic approach may facilitate researcher to improve the items to produce the good quality of research instrument.

Den Gemensamma Europeiska Referensramen för Språk (GERS) har haft en betydande inverkan påutvärderingen av språkkunskaper i Europa. Denna studie fokuserar på två nationellaspråkfärdighetstester med avgörande konsekvenser för testtagarna, vilkas utfärdade GERS-nivå kananvändas för antagning till utbildningsprogram, medborgarskap och certifiering i två olika europeiskaländer: CILS i Italien och Swedex i Sverige. Det som testerna avser testa och hur deras innehållåterspeglar detta analyseras i relation till GERS standardnivåer. I analysen fokuseras på inferensernaEvaluation och Explanation i Kanes (1992, 2002, 2013) och Chapelles m. fl. (2008, 2021)tolkningsargument (interpretative argument) som utgörs av sju olika inferenser som används för attanalysera de antaganden som görs om testtagarens språknivå vid tolkning av testresultat ochutvärdering av språktesters användbarhet (figur 1, s. 9, bilaga 2). Resultaten används som en del avett större validitetsargument för språktester kopplade till GERS för att underbygga antaganden omtesternas konstrukt och innehållsrelaterade validitet och konsekvenserna av testernas användning.Den genomgripande frågeställningen är hur den europeiska referensramen tillämpas mellan olikaspråkfärdighetstester och huruvida användningen av en gemensam referensram leder till en jämliktolkning och tillämpning av GERS standardnivåer och en rättvis europeisk språkbedömning. Genomanalysen utkristalliserar sig testernas starka och svaga punkter i relation till grunddokumentet GERS,och vilka sociala konsekvenser testernas användning kan medföra. Resultaten visar att testernauppvisar bristande innehållsvaliditet inom de undersökta områdena, samt att det förekommer faktorersom ligger utanför de konstrukt som testerna avser testa, vilka kan påverka testtagarens testprestation.

Objective: Exhaustion disorder is a stress-related diagnosis that was introduced in 2005 to the Swedish version of the International Statistical Classification of Diseases and Related Health Problems, 10th edition (ICD-10). The Karolinska Exhaustion Disorder Scale (KEDS) was developed to assess exhaustion disorder symptomatology. While the KEDS is intended to reflect a single construct and be used based on its total score, the instrument's characteristics have received limited attention. This study investigated the KEDS's psychometric and structural properties in a large clinical sample. Methods: The study relied on data from 1,072 patients diagnosed with exhaustion disorder that were included in two clinical trials in Sweden. We investigated the dimensionality, homogeneity, and reliability of the KEDS using advanced statistical techniques, including exploratory structural equation modeling (ESEM) bifactor analysis. Results: A one-factor confirmatory analytic model exhibited a poor fit, suggesting at least a degree of multidimensionality. The ESEM bifactor analysis found the general factor to explain about 72% of the common variance extracted, with an omega hierarchical coefficient of 0.680. Thus, the ESEM bifactor analysis did not clearly support the scale's essential unidimensionality. A homogeneity analysis revealed a scale-level H of only 0.296, suggesting that KEDS's total scores do not accurately rank individuals on the latent continuum assumed to underlie the measure. The KEDS's reliability was modest, signaling considerable measurement error. Conclusion: Findings reveal important limitations to the KEDS with possible implications for the status of exhaustion disorder as a nosological category.

Research into animal cognitive abilities is increasing quickly and often uses methods where behavioral performance on a task is assumed to represent variation in the underlying cognitive trait. However, because these methods rely on behavioral responses as a proxy for cognitive ability, it is important to validate that the task structure does, in fact, target the cognitive trait of interest rather than non-target cognitive, personality, or motivational traits (construct validity). Although it can be difficult, or impossible, to definitively assign performance to one cognitive trait, one way to validate that task structure is more likely to elicit performance based on the target cognitive trait is to assess the temporal and contextual repeatability of performance. In other words, individual performance is likely to represent an inherent trait when it is consistent across time and across similar or different tasks that theoretically test the same trait. Here, we assessed the temporal and contextual repeatability of performance on tasks intended to test the cognitive trait behavioral flexibility in great-tailed grackles (Quiscalus mexicanus). For temporal repeatability, we quantified the number of trials to form a color preference after each of multiple color reversals on a serial reversal learning task. For contextual repeatability, we then compared performance on the serial color reversal task to the latency to switch among solutions on each of two different multi-access boxes. We found that the number of trials to form a preference in reversal learning was repeatable across serial color reversals and the latency to switch a preference was repeatable across color reversal learning and the multi-access box contexts. This supports the idea that the reversal learning task structure elicits performance reflective of an inherent trait, and that reversal learning and solution switching on multi-access boxes similarly reflect the inherent trait of behavioral flexibility.

Self-report scales are widely used in psychology to compare means in latent constructs across groups, experimental conditions, or time points. However, for these comparisons to be meaningful and unbiased, the scales must demonstrate measurement invariance (MI) across compared time points or (experimental) groups. MI testing determines whether the latent constructs are measured equivalently across groups or time, which is essential for meaningful comparisons. We conducted a systematic review of 426 psychology articles with openly available data, to (a) examine common practices in conducting and reporting of MI testing, (b) assess whether we could reproduce the reported MI results, and (c) conduct MI tests for the comparisons that enabled sufficiently powerful MI testing. We identified 96 articles that contained a total of 929 comparisons. Results showed that only 4% of the 929 comparisons underwent MI testing, and the tests were generally poorly reported. None of the reported MI tests were reproducible, and only 26% of the 174 newly performed MI tests reached sufficient (scalar) invariance, with MI failing completely in 58% of tests. Exploratory analyses suggested that in nearly half of the comparisons where configural invariance was rejected, the number of factors differed between groups. These results indicate that MI tests are rarely conducted and poorly reported in psychological studies. We observed frequent violations of MI, suggesting that reported differences between (experimental) groups may not be solely attributed to group differences in the latent constructs. We offer recommendations aimed at improving reporting and computational reproducibility practices in psychology.

Background: In an earlier interview-based study the authors identified that learners experience one or more of eight explicit perceptual responses during the active phase of simulation-based training (SBT) comprising a sense: of belonging to instructor and group, of being under surveillance, of having autonomy and responsibility for patient management, of realism, of an understanding of the scenario in context, of conscious mental effort, of control of attention, and of engagement with task. These were adapted into a ten-item questionnaire: the Simulation Based Training Quality Assurance Tool (SBT-QA10) to allow monitoring of modifiable factors that may impact upon learners’ experiences. This study assessed the construct validity evidence of the interpretation of the results when using SBT-QAT10. Materials and methods: Recently graduated doctors and nurses participating in a SBT course on the topic of the deteriorating patient completed the SBT-QAT10 immediately following their participation in the scenarios. The primary outcome measure was internal consistency of the questionnaire items and their correlation to learners’ satisfaction scores. A secondary outcome measure compared the impact of allocation to active versus observer role. Results: A total of 349 questionnaires were returned by 96 course learners. The median of the total score for the ten perception items (TPS) was 39 (out of 50), with no significant difference between the scenarios. We identified fair and positive correlations between nine of the 10 items and the SBT-QA10-TPS, the exception being “mental effort”. Compared to observers, active learners reported significantly more positive perceptions related to belonging to the team and interaction with the instructor, their sense of acting independently, and being focused. The questionnaire items were poorly correlated with the two measures of global satisfaction. Conclusion: Except for the item for mental effort, the QA10-TPS measures learners’ expe

Precise measurements of well-being would be of profound societal importance. Yet, the sceptical worry that we cannot use social science instruments and tests to measure well-being is widely discussed by philosophers and scientists. A recent and interesting philosophical argument has pointed to the psychometric procedures of construct validation to address this sceptical worry. The argument has proposed that these procedures could warrant confidence in our ability to measure well-being. The present paper evaluates whether this type of argument succeeds. The answer is that it depends on which methodological background assumptions are motivating the sceptical worry to begin with. We show this by doing two things. First, we clarify (a) the different types of well-being theories involved in the science of well-being, and (b) the general methodological dimensions of well-being theorising. Second, we apply these distinctions and argue that construct validation is an unsuccessful response to measurement scepticism if this scepticism is motivated by a form of methodological non-naturalism. In the light of this, the overall point of the paper is that philosophers and scientists, when discussing measurement of well-being, should explicate their deeper methodological commitments. We further suggest that making such explicit commitments might present philosophers with a dilemma.

Introduction Uveitis is the inflammation of the middle layer of the eye, the uvea, and is a major cause of blindness. None of the instruments used in clinical practice are, in themselves, sufficient to evaluate the course of uveitis. Therefore, it is necessary to develop instruments enabling standardized measurement of inflammatory activity. We developed a composite disease activity index for patients with uveitis known as UVEDAI, which considers the overall activity of the eye. The objective of this study was to validate the composite index of ocular inflammation, UVEDAI. Methods A multicenter cross-sectional study involving eight Spanish tertiary hospitals. Sixty-two patients aged ≥ 18 years with acute uveitis were recruited. Participants gave informed consent before participating in the study. A full ophthalmological examination was performed by two ophthalmologists to determine inflammatory activity: one used the UVEDAI score and the other used clinical judgment. The ophthalmologists did not share their findings with each other to avoid introducing bias into the analysis. Construct validity was established by means of factor analysis. The criterion validity of the index was determined using an ordinal multivariate regression model, in which the dependent variable was the degree of uveal inflammation (mild, moderate, or high/severe). Cut-off points were determined for the UVEDAI and for the receiver operating characteristic (ROC) curves. Results Sixty-two patients were included. Total variance with the three components accounted for 80.32% of the construct validity. Each of the three components identified one type of eye involvement. The discriminatory capacity of UVEDAI was 0.867 (95% CI 0.778; 0.955 p < 0.001) for mild versus moderate–high and 0.946 (95% CI 0.879; 1.000 p < 0.001) for high versus mild–moderate. Conclusions The variables included in UVEDAI enable ocular inflammatory activity to be described with a high degree of accuracy. The index may be used t

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a common factor and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a composite, meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.

Introduction. Food consumption affects the environment, so it is necessary to investigate what level of knowledge the urban population has about the origin of the food they consume. Objective. To design, validate, and determine the reliability of an instrument to assess the level of knowledge that the urban population has regarding agroecological foods. Materials and methods. The work was developed at the Universidad Central de Ecuador in Quito, Ecuador, during the period 2020-2021. The type of research was exploratory-descriptive, with a non-experimental design and stratified non-probabilistic sampling. The content of the instrument was evaluated using the Delphi method with the participation of seventeen experts. Two pilot tests were applied to 370 and 1323 participants. The internal consistency and the homogeneity index were determined using Cronbach’s Alpha. The dimensionality of the construct was established with the Cronbach-Mesbah curve. Construct validity was assessed with factor analysis. Results. The content validity showed a value greater than 75 % of convergence between experts. In the internal consistency validation, Cronbach’s Alpha was 0.9 and the homogeneity index was greater than 0.2. In the study of the dimensionality of the construct, the Cronbach-Mesbah curve indicated that the unidimensionality was fulfilled throughout the instrument. In the construct validity in the factor analysis, it was observed that the Kaiser-Meyer-Olkin measure was 0.753. Bartlett’s sphericity was 0.000 and the factor extraction test was greater than 77 %. Conclusions. The instrument achieved high validity and reliability both in its content assessed by experts, and in its internal consistency, dimensionality, and construct validity performed by statistical methods. The instrument is reliable and can be applied in the urban population., Introducción. El consumo de alimentos afecta el ambiente, por lo que es necesario investigar qué nivel de conocimiento tiene la población urbana sobre la procedencia de los alimentos que consumen. Objetivo. Diseñar, validar y determinar la confiabilidad de un instrumento para evaluar el nivel de conocimiento que tiene la población urbana respecto a los alimentos agroecológicos. Materiales y métodos. El trabajo se desarrolló en la Universidad Central del Ecuador en Quito, Ecuador, en el periodo 2020-2021. El tipo de investigación fue exploratorio-descriptivo, con un diseño no experimental y un muestreo no probabilístico estratificado. El contenido del instrumento se evaluó con el método delphi con la participación de diecisiete expertos. Se aplicaron dos pruebas piloto a 370 y 1323 participantes. La consistencia interna y el índice de homogeneidad se determinó mediante el alpha de Cronbach. La dimensionalidad del constructo se estableció con la curva de Cronbach-Mesbah. La validez del constructo se evaluó con un análisis factorial. Resultados. La validez del contenido arrojó un valor mayor al 75 % de convergencia entre expertos. En la validación de la consistencia interna el Alpha de Cronbach fue de 0,9 y el índice de homogeneidad fue mayor de 0,2. En el estudio de la dimensionalidad del constructo la curva de Cronbach-Mesbah, indicó que la unidimensionalidad se cumplió en todo el instrumento. En la validez del constructo en el análisis factorial, se observó que la medida Kaiser-Meyer-Olkin fue de 0,753. La esfericidad de Bartlett fue de 0,000 y la prueba de extracción de los factores fue mayor al 77 %. Conclusiones. El instrumento logró una validez y confiabilidad alta tanto en su contenido valorado por expertos, como en su consistencia interna, dimensionalidad y validez del constructo realizado por métodos estadísticos. El instrumento es confiable y puede ser aplicado en la población urbana.

The Multidimensional Overprotective Parenting Scale (MOPS) is a 35-item questionnaire assessing two dimensions of parental overprotection. Given its substantial length, the present research presents the development and psychometric properties of a short version of the MOPS (S-MOPS). Four independent samples were used (Sample 1, N = 315 Swiss adolescents; Sample 2, N = 377 Belgian adolescents and young adults; Sample 3, N = 312 Georgian young adults; Sample 4, N = 467 Swiss parents). Item selection based on factor analysis resulted in a 16-item version, comprising 10 items for anxious overprotection and 6 for ego-enhancing overprotection. The psychometric properties of the S-MOPS were similar to those of the MOPS across samples with high reliability, a stable two-factor structure, and very similar associations with theoretically relevant parenting and adjustment variables. Overall, the S-MOPS appears to be a promising instrument for use in cross-national research and research with a multi-informant approach., SCOPUS: ar.j, info:eu-repo/semantics/published

Background Depression and other forms of psychological distress are common among Vietnamese adolescents and increase the risk of mental health problems in adulthood. As anger coping is a robust predictor of adolescent mental health difficulties, and there appear to be cultural variations in anger coping, a measure of adolescent anger coping styles that has been validated using a non-Western adolescent sample is required to inform and support early intervention to prevent or treat mental health difficulties in Vietnamese adolescents. This study examined the construct validity (structural and external) of the Behavioral Anger Response Questionnaire for Children in Vietnam (BARQC-V). Methods Baseline data sourced from a recent randomised control trial conducted with Grade 10 Vietnamese adolescents aged 14 to 16 (N = 1084) were used to examine multiple aspects of construct validity: factorial structure (evaluated using factor analysis); internal consistency (tested using Cronbach’s alpha coefficient); and external aspect (assessed using Pearson’s correlation coefficients between the BARQC-V and Vietnamese translations of the Coping Self-Efficacy Scale, Centre for Epidemiologic Studies Depression Scale Revised, Mental Health Continuum Short Form, and the Depression Anxiety and Stress Scale). Results Evaluating factorial structure using confirmatory factor analysis failed to converge on a solution. Exploratory factor analysis yielded a 5-factor structure model that explained 49.32% of the BARQC-V’s total variance and was deemed to be a good fit by the final confirmatory factor analysis. Cronbach’s alpha coefficients of the 5 factors demonstrated acceptable internal reliability for the BARQC-V’s sub-scales. Concerning concurrent validity, three sub-scales predicted well-being and mental health difficulties: the maladaptive anger coping styles Rumination and Direct Anger-out were positively associated with depression and distress, and negativel

The overall aim of the thesis was to describe adverse events for women with planned vaginal births and healthcare professionals’ perceptions of patient safety. Further, to test the reliability and validity of a teamwork questionnaire and to investigate patient safety culture and teamwork among healthcare professionals in intrapartum care. Methods: Paper I had a retrospective design, with 311 birth record reviews. Paper II had a descriptive and qualitative design using a phenomenographic approach, including interviews with 19 healthcare professionals in three labor wards. Paper III and IV had cross-sectional designs. Healthcare professionals’ (n=450) in various wards responded to the TeamSTEPPS® Teamwork Perceptions Questionnaire (T-TPQ) (III). Healthcare professionals’ (n=184) in three labor wards responded to the Swedish version of the Hospital Survey on Patient Safety Culture and the T-TPQ (IV). Confirmatory factor analysis and descriptive and inferential statistics were used. Main results: Adverse events in women occurred in 11% of planned vaginal births (I). Four descriptive categories with nine perceptions described patient safety for women giving birth (II). Confirmatory factor analysis of the T-TPQ indicated a good fit (III). Main and interaction effects of profession and labor ward on patient safety culture and teamwork were found (IV). Conclusions: The results highlight the occurrence of 3rd- or 4th-degree lacerations, distended urinary bladder, and anesthesia-related adverse events. For safe care, it is crucial for healthcare professionals to provide supportive care and to listen to the woman. Using team members’ competences in a tolerant atmosphere, with a reasonable workload, and learning from failure as well as from success are preconditions for patient safety. The Swedish version of the T-TPQ shows acceptable reliability and validity. Differences between labor wards seemed to have a greater impact than differences between professions on patient safety, Patient safety is a global health priority. Knowledge about patient safety and adverse events for women giving birth is necessary. Patient safety culture and effective teamwork are important for safe care provided by midwives, physicians and nursing assistants. The overall aim of the thesis was to describe adverse events for women with planned vaginal births and healthcare professionals’ perceptions of patient safety. Further, to test the reliability and validity of a teamwork questionnaire and to investigate patient safety culture and teamwork among healthcare professionals in intrapartum care. A birth record review, interviews and two questionnaires were used. Adverse events were identified in 11% of the birth records, but no permanent harm. Listening to the woman and having a tolerant teamwork atmosphere were important. Both profession and labor ward are important for healthcare professionals’ perceptions of patient safety culture and teamwork in intrapartum care., Article 4 which was included in the thesis as a manuscript is now published.

Traumatic brain injury (TBI) is a major public health problem. Here, we developed a novel model of non-invasive TBI induced by laser irradiation in the telencephalon of adult zebrafish (Danio rerio) and assessed their behavior and neuromorphology to validate the model and evaluate potential targets for neuroreparative treatment. Overall, TBI induced hypolocomotion and anxiety-like behavior in the novel tank test, strikingly recapitulating responses in mammalian TBI models, hence supporting the face validity of our model. NeuN-positive cell staining was markedly reduced one day, but not seven days, after TBI, suggesting increased neuronal damage immediately after the injury, and its fast recovery. The brain-derived neurotrophic factor (Bdnf) level in the brain dropped immediately after the trauma, but fully recovered seven days later. A marker of microglial activation, Iba1, was elevated in the TBI brain, albeit decreasing from Day 3. The levels of hypoxia-inducible factor 1-alpha (Hif1a) increased 30 min after the injury, and recovered by Day 7, further supporting the construct validity of the model. Collectively, these findings suggest that our model of laser-induced brain injury in zebrafish reproduces mild TBI and can be a useful tool for TBI research and preclinical neuroprotective drug screening. © 2022 by the authors.

Objectives: To examine the extent to which different operationalizations of target, displacement, and comparison sites affect the interpretation of a CCTV impact evaluation. Methods: Different operationalizations are used to examine change in property and violent crime before and after CCTV was introduced in a residential neighbourhood in Malmö, Sweden, using paired t tests, odds ratio effect sizes and weighted displacement quotients. Results: Despite most results being non-significant as a result of low statistical power, different operationalizations appear to produce varying results. This issue is most prominent for target sites and property crime while it is less so for catchment and comparison sites, and violent crime outcomes. Conclusion: Valid operationalizations of research areas are highly important for CCTV impact evaluations and may affect the study outcome. Future research with access to larger data sets is encouraged to elaborate on these findings and further analyse the impact of measurement choices on experimental outcomes.

This article presents a strategy for the initial step of data harmonization in Individual Participant Data syntheses, i.e., making decisions as to which measures operationalize the constructs of interest - and which do not. This step is vital in the process of data harmonization, because a study can only be as good as its measures. If the construct validity of the measures is in question, study results are questionable as well. Our proposed strategy for data harmonization consists of three steps. First, a unitary construct is defined based on the existing literature, preferably on the theoretical framework surrounding the construct. Second, the various instruments used to measure the construct are evaluated as operationalizations of this construct, and retained or excluded based on this evaluation. Third, the scores of the included measures are recoded on the same metric. We illustrate the use of this method with three example constructs focal to the Collaboration on Attachment Transmission Synthesis (CATS) study: parental sensitivity, child temperament, and social support. This process description may aid researchers in their data pooling studies, filling a gap in the literature on the first step of data harmonization.Data harmonization in studies using combined datasets is of vital importance for the validity of the study results.We have developed and illustrated a strategy on how to define a unitary construct and evaluate whether instruments are operationalizations of this construct as the initial step in the harmonization process.This strategy is a transferable and reproducible method to apply to the data harmonization process. (C) 2022 The Author(s). Published by Elsevier B.V.

NPS NRP Technical Report, A valid and credible performance evaluation system is critical for identifying and managing talent in the US Navy. Yet, while multiple performance trait item banks have been developed to rate promotion candidates based on the quality of their candidacy, a systematic study of the validity of such trait items has not been conducted. The objective of this research is to assess the construct validity of draft performance trait/value statements recently developed to assist with promotion board decisions. This study aims to provide N1 with a set of unbiased, validated performance trait/value statements for performance evaluation efforts across the Navy, offering leadership an informed perspective on the potential benefits and risks associated these new metrics., N1 - Manpower, Personnel, Training & Education, This research is supported by funding from the Naval Postgraduate School, Naval Research Program (PE 0605853N/2098). https://nps.edu/nrp, Chief of Naval Operations (CNO), Approved for public release. Distribution is unlimited.