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The objective of this research is to construct a scale for assessing the extent of parents' 'sharenting' behavior and to assess its psychometric characteristics. The development of the Sharenting Scale commenced with a comprehensive review of relevant literature. Subsequently, a preliminary version of the scale was administered to 300 parents who utilize social media platforms. Exploratory Factor Analysis was conducted on the collected data, revealing a two-factor structure comprising nine items. The analysis indicated that the two-factor structure accounted for 66.51% of the total variance. Confirmatory Factor Analysis was conducted using data collected from 191 parents who completed the aforementioned scale. The goodness-of-fit indices indicated satisfactory fit values: X[superscript 2]/df= 2.06, RMSEA= 0.075, CFI= 0.96, IFI= 0.96, TLI= 0.95, GFI= 0.94, NFI= 0.93. The convergent validity of the scale was assessed through the calculation of Average Variance Extracted and Composite Reliability values. Furthermore, the internal consistency reliability of the Sharenting Scale was evaluated using Cronbach's Alpha coefficient, yielding a value of 0.82. Additionally, the stability of the scale was examined via a test-retest method, resulting in a correlation coefficient of 0.83. Based on these findings, it can be concluded that the Sharenting Scale demonstrates both validity and reliability as a measurement tool for assessing parents' 'sharenting' behavior.

Evaluation of child-friendly school (CFS) policies is essential to determine the achievements of school efforts in reducing violence cases. This research aims to proving the reliability and validity of CFS policy evaluation instruments in elementary schools with different locations. This investigation uses the Context Input Process Product (CIPP) evaluation model to confirm the factor structure or dimensions of several observed variables (items) to evaluate the reliability and validity of the CFS policy evaluation tool in elementary schools. The validity and reliability of previously created instruments are evaluated quantitatively, but this study utilises different subjects and study sites. There were 320 respondents, with 145 school principals and 175 teachers taken randomly. Confirmatory factors analysis (CFA) results show goodness of fit (GOF), and the model is acceptable. The CFS evaluation instrument can be accepted after eliminating several question items and modifying them. All items of the teal instrument meet the goodness of fit criteria in terms of chi-square and root mean square error of approximation (RMSEA). The instrument for evaluating CFS policies in primary schools using the CIPP model has met a valid and reliable psychometric property test so that it can be applied.

The objective of this study was to develop a measure that possesses both reliability and validity in order to evaluate innovative thinking within the realm of education. To achieve this, the instrument's validity and reliability were evaluated through quantitative methods in two distinct phases. A team of educational experts conducted the process of establishing content validity and ensuring that the items on the instrument accurately reflected the intended constructs of creative thinking. Following that, the assessment of concept validity was conducted using confirmatory factor analyses. The aforementioned investigations resulted in the discovery of a five-factor solution consisting of 25 elements, all of which demonstrated scores beyond the crucial threshold. This successful outcome confirmed the presence of distinct factors representing different dimensions of innovative thinking. The study enrolled 1250 students from vocational education institutions as participants. The data obtained from the participants was subjected to principal component analysis and confirmatory factor analysis, leading to the development of a model that exhibited a good match with the empirical data. This indicated the effectiveness of the developed instrument in measuring innovative thinking capacity. In conclusion, the research effectively developed an accurate and dependable tool for evaluating innovative thinking in the realm of education. The gathering of positive data from the participants and meticulous quantitative analyses were responsible for this.

This research paper investigated the importance of conducting measurement invariance analysis in developing measurement tools for assessing differences between and among study variables. Most of the studies, which tended to develop an inventory to assess the existence of an attitude, behavior, belief, IQ, or an intuition in a person's characterological profile, ignored testing measurement invariance for equivalency between comparable variables. With this finding, measurers lack in true validity and reliability and suffer methodological bias and have little or no chance to figure out the true differences between variables being studied. This article, therefore, explains the necessity and use of measurement invariance analysis when a researcher wanted to develop a new measurement tool or adapt a tool from one source language to another target language. The types of measurement invariance levels mentioned in this study are configural-invariance, scalar invariance, metric invariance and structural invariance analysis. The approaches used to conduct those invariance models and the way they have been interpreted were all discussed in great detail with a robust collection of supportive literature.

The COVID-19 pandemic has had a significant impact on high-stakes testing, including the national benchmark tests in South Africa. Current linear testing formats have been criticized for their limitations, leading to a shift towards Computerized Adaptive Testing [CAT]. Assessments with CAT are more precise and take less time. Evaluation of CAT programs requires simulation studies. To assess the feasibility of implementing CAT in NBTs, SimulCAT, a simulation tool, was utilized. The SimulCAT simulation involved creating 10,000 examinees with a normal distribution characterized by a mean of 0 and a standard deviation of 1. A pool of 500 test items was employed, and specific parameters were established for the item selection algorithm, CAT administration rules, item exposure control, and termination criteria. The termination criteria required a standard error of less than 0.35 to ensure accurate abilities estimation. The findings from the simulation study demonstrated that fixed-length tests provided higher testing precision without any systematic error, as indicated by measurement statistics like CBIAS, CMAE, and CRMSE. However, fixed-length tests exhibited a higher item exposure rate, which could be mitigated by selecting items with fewer dependencies on specific item parameters (a-parameters). On the other hand, variable-length tests demonstrated increased redundancy. Based on these results, CAT is recommended as an alternative approach for conducting NBTs due to its capability to accurately measure individual abilities and reduce the testing duration. For high-stakes assessments like the NBTs, fixed-length tests are preferred as they offer superior testing precision while minimizing item exposure rates.

Background: The STEM education system has garnered significant interest due to its innovative approach in creating a multidisciplinary and integrated knowledge structure that connects science, technology, engineering, and mathematics, and allows students to apply scientific knowledge in a comprehensive and holistic manner. Consequently, evaluating the teaching methods of teachers in accordance with STEM standards is critical. This assessment should take into account various educational objectives, including cognitive, skill-based, and emotional aspects. Purpose: This study aimed to evaluate the creative teaching practices of mathematics teachers for gifted students according to STEM standards. Method: The study applied the descriptive analytical method and developed a rating scale for evaluating creative teaching practices based on STEM standards, verifying the psychometric properties in several ways. The study sample consisted of 64 teachers of mathematics for gifted students. Results: The results showed that the degree of application of creative teaching practices by the teachers of gifted students according to STEM standards was at the moderate level in three domains: planning, implementation, and assessment. Conclusions: Despite the importance of achieving integration for STEM, the actual teaching practices of teachers of the gifted according to these standards were generally average and did not reach acceptable and ambitious levels.

High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract cheating; stress, anxiety and wellbeing; and fairness and equity. For each theme, we evaluate empirical evidence for the perceived pedagogical benefits and pedagogical drawbacks of high-stakes examinations. We find that relatively few of the perceived academic benefits of high-stakes examinations have a strong evidence base. Support for their use is largely rooted in opinion and pragmatism, rather than being justified by scientific evidence or pedagogical merit. By contrast, there is substantial evidence for pedagogical drawbacks of high-stakes summative examinations. We conclude that the current heavy reliance on high-stakes final examinations in many university subjects is poorly justified by the balance of empirical evidence.

This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

Research in the social and behavioral sciences relies on a wide range of experimental and quasi-experimental designs to estimate the causal effects of specific programs, policies, and events. In this paper we highlight measurement issues relevant to evaluating the validity of causal estimation and generalization. These issues impact all four categories of threats to validity previously delineated by Shadish et al. (Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin, Boston, 2002): internal, external, statistical conclusion, and construct validity. We use the context of estimating the effect of the COVID-19 pandemic on student learning in the U.S. to illustrate the important role of measurement in causal inference. We provide background related to the meaning of measurement, and focus attention on the evidence and argumentation necessary to evaluate the validity and reliability of the different types of measures used in statistical models for causal inference. We conclude with recommendations for researchers estimating and generalizing causal effects: provide clear statements for construct interpretations, seek to rule out potential sources of construct-irrelevant variance, quantify and adjust for measurement error, and consider the extent to which interpretations of practical significance are consistent with scale properties of outcome measures.

Regression discontinuity (RD) designs have gained significant popularity as a quasi-experimental device for evaluating education programs and policies. In this paper, we present a comprehensive review of RD designs, focusing on the continuity-based framework, the most widely adopted RD framework. We first review the fundamental aspects of RD designs, drawing on potential outcomes and causal graphs. We then discuss the validity threats in RD designs, including manipulation, discreteness of the running variable, statistical power, and generalizability. Additionally, we provide an overview of the existing extensions to RD designs. To exemplify the application of RD methods, we analyze the effect of New Jersey's pre-kindergarten program on children's vocabulary test scores, using an educational dataset. Finally, we offer practical guidelines in the conclusion to promote the appropriate use of RD methods in educational research.

Curriculum-based measurement in reading (CBM-R) is a commonly used tool for universal screening and progress monitoring in K-12 education and is one that can add value to decision-making. However, the social validity of this measure among teachers is often questioned. Reasons some teachers have traditionally opposed the use of CBM-R have included lack of time, resources, and concerns with the face validity of CBM-R. Further exploration of factors that predict teacher acceptability of CBM-R is anticipated to offer guidance for improving data-based decision-making in schools. The purpose of this study was to extend existing research on teacher acceptability of CBM-R by exploring the extent to which the specific reading skills teachers value and their perceptions of available time are related to their CBM-R acceptability. First to sixth-grade teachers (N = 164) from a midwestern state completed a corresponding survey. Multiple regression analyses indicated that teachers' perceptions of time and values positively predicted the acceptability of CBM-R for both universal screening and progress monitoring purposes. Related implications for improving data-based decision-making will be offered.

Background: Valid and reliable instruments for measuring emotional development are critical for a proper diagnostic assignment in individuals with intellectual disabilities. This exploratory study examined the psychometric properties of the items on the Scale of Emotional Development--Short (SED-S). Method: The sample included 612 adults with intellectual disabilities (M[subscript age = 37.35, SD[subscript age] = 13.27; 59.8% males). Item validity analysis comprising sensitivity and specificity rates and discriminatory power were determined. Results: The relative mean frequency of 'yes' answers to all 200 items was 29.5%. The mean sensitivity rate was 67.5% and the mean specificity rate was 79.3%. Most items (85.0%) showed good discriminatory power with the adjacent stage(s), especially between SED-1, SED-2, SED-3 and SED-4. Particularly in SED-4 some items showed weaknesses in the differentiation between these stages. Discussion: This study adds to previous validation studies by showing that most SED-S items have psychometrically sound properties.

The use of a screening tool for school-wide screening of internalizing symptoms is an important strategy for early identification and prevention of more serious and impairing emotional and behavioral health problems in adolescents. However, threshold cut-off scores determined for screening tools may not be suitable for all populations. Using a sample of 237 Singaporean secondary school students, this study validated the Youth Internalizing Problems Screener (YIPS) for local use. Results of confirmatory factor analyses supported a one-factor solution for the construct. A threshold cut-off score of 27 was found to show good classification accuracy based on receiver operating characteristics (ROC) analyses. Correlational and path analyses provided evidence of convergent and predictive validity for using YIPS to indicate at-risk status. The YIPS status was uniquely associated with girls' sense of school well-being over and above the nature of their interpersonal relationships and their sense of inadequacy. Overall, YIPS demonstrated comparable sensitivity and specificity rates even though a different cut-off score was used for this study sample. The use of YIPS as a screening tool in a multitier system of support and directions for future development were discussed.

Reading comprehension is one of the most valuable academic skills taught in school. Selecting the appropriate assessment instrument to ensure early identification and intervention is important as there is an amalgam of cognitive abilities and academic skills involved in reading comprehension. The GORT-5 is the most recent edition of a test that measures reading rate, accuracy, fluency, and comprehension among school-age children and young adults. The current study evaluated the concurrent validity of the GORT-5 with the WJ-IV ACH for a group of referred students. Findings indicate that Pearson correlation coefficients for all GORT-5 and WJ-IV ACH score comparisons were very large (0.70-0.89). Generally, GORT-5 scores were 2-3 points higher than WJ-IV ACH cluster scores. The diagnostic accuracy of the GORT-5 is excellent, with very few students' scores yielding a false negative.

As teachers are purveyors of digital citizenship and their perspectives influence classroom practice, it is important to understand teachers' views on digital citizenship. This study establishes the Teachers' Perceptions of Digital Citizenship Scale (T-PODS) as a survey instrument for scholars to investigate educators' views on digital citizenship for their students. Drawing upon existing research, a theorized model of digital citizenship was developed and validated via a confirmatory factor analysis (CFA), resulting in a 14-item four-factor model. Factor constructs include digital ethics, participation and engagement, informed citizens and civic know-how. As teachers' views can shift over time, particularly with the emergence of new technologies, scholars can utilize T-PODS as they investigate educators' perceptions of digital citizenship across time and context.

Sexual and gender minoritized (SGM) adolescents negotiate their outness in various social contexts as they navigate a heteronormative system. For many SGM adolescents, outness is associated with peer victimization, while for others, it is associated with increased feelings of connectedness. To support SGM adolescents in their outness journey, researchers and practitioners often use various tools to measure outness. Specifically, the outness inventory (OI) is the oldest and most widely used outness measure to date. However, while the OI appears to be a vigorous inventory to measure outness among SGM adults, it has never been validated with an SGM adolescent population. This study tests the psychometric defensibility of the OI among an SGM adolescent population. Results provide evidence that a two-structure model of outness to family and world, represents the social contexts in which SGM adolescents negotiate outness.

This study addressed the issue of school alienation (SA) among high school students in Taiwan; SA is believed to contribute to dropout, violence, gangs, and deviant behavior. To measure SA, we propose a four-construct model in this study, comprising powerlessness, normlessness, meaninglessness, and social isolation. Using two studies, an SA scale (SAS) was developed and validated. Study 1 developed and preliminarily validated the four constructs of SA using item and exploratory factor analyses with 227 junior high school students as participants. Study 2 validated the theoretical structure of SA using second-order confirmatory factor analysis with a sample of 708 junior high school students. The cross-validation of Studies 1 and 2 demonstrated that the proposed SAS is robust, valid, and effective for measuring the degree of SA among students.

Although there is a plethora of tools available to assess children's movement competence (MC), the literature suggests that many have significant limitations (e.g. not being practical for use in many 'real-world' settings). The FMS[superscript 2] assessment tool has recently been developed as a targeted solution to many of the existing barriers preventing practitioners from utilising MC assessments. The aim of this study was to investigate the structural and convergent validity of this new tool among 8- to 12-year-old Irish primary school children. As part of this study, 102 children (56.8% female, mean = 9.8 years) were assessed using the FMS[superscript 2], the Test of Gross Motor Development (3rd edition) (TGMD-3) (short version) and the Functional Movement Screen™ (FMS™). Structural validity was assessed using confirmatory factor analysis (CFA). The convergent validity between the FMS[superscript 2], the TGMD-3 (short version) and the FMS™ was investigated using the Pearson product-moment correlation coefficient. Results of CFA for the FMS[superscript 2] indicate a good fit model, supporting a three-factor structure (locomotor, object manipulation, and stability). Additional findings indicate a moderate, positive correlation between the FMS[superscript 2] and the TGMD-3 (short version) (r = 0.66), with a low, positive correlation between the FMS[superscript 2] and the FMS™ (r = 0.48). This study presents the first preliminary findings to suggest that the FMS[superscript 2] may be a versatile, time-efficient, and ecologically valid tool to measure children's MC in multiple settings (e.g. research, education, sport, athletic therapy, and physiotherapy). Future research should also seek to continue to implement this solution, consolidate the existing validity findings with a larger and more diverse sample, and further explore the feasibility of the tool in 'real-world' settings.

The Music Performance Self-Efficacy Scale (MPSES) is an important scale designed to reflect the four sources of self-efficacy of Bandura by Zelenak, and has been used in many studies of music education in the international literature in recent years. This study was carried out to ensure the validity and reliability of the Turkish translation of the MPSES. Participants (N = 613) were students (men n = 291; women n = 322) in undergraduate-level music education programs in Turkey. The translation process included the following steps, which were performed by a translation group: (1) translation into Turkish, (2) back translation into English, and (3) cross-cultural adaptation. First and second-level confirmatory factor analysis results showed good model-data fit (for one main dimension and four sub-dimensions). Therefore, the Turkish version of MPSES produced satisfactory internal consistency coefficients ([alpha] = 0.75-0.91). Additionally, t-test results and item-total score correlation coefficients also revealed that the items re distinctive. Accordingly, The Turkish version of MPSES is a valid and reliable tool for determining the sources of music performance self-efficacy for those who will do research in Turkish.

To solve the attenuation paradox in computerized adaptive testing (CAT), this study proposes an item selection method, the integer programming approach based on real-time test data (IPRD), to improve test efficiency. The IPRD method turns information regarding the ability distribution of the population from real-time test data into feasible test constraints to reversely assembled shadow tests for item selection to prevent the attenuation paradox by integer programming. A simulation study was conducted to thoroughly investigate IPRD performance. The results indicate that the IPRD method can efficiently improve CAT performance in terms of the precision of trait estimation and satisfaction of all required test constraints, especially for conditions with stringent exposure control.

Objective: The concept of the "helicopter parent" was popularized in the 2000s and 2010s by Western culture, and it has recently begun to be examined by researchers to describe parental over-involvement and intrusive behavior that impedes transition into adulthood. Research has yet to investigate the viability of this construct for adolescents when parenting is needed to facilitate the development of autonomy. The present study examined the psychometric structure of a modified "helicopter parenting" measure adapted for use in a sample with increased likelihood of highly involved parenting: adolescents with ADHD. Methods: Adolescents (n = 333; age 13-18 years; 25% female) and their parents (n = 341, 91% female) completed a survey for a study on provider training in stimulant diversion prevention in 2016 and 2017. We modified a previously validated measure of "helicopter parenting" for young adults. Other previously established parenting measures were included. We conducted principal component analysis for both informants' reports of the modified measure. We examined associations between the components and informants' demographic characteristics and parenting measures to begin to examine convergent and discriminant validity. Results: Two components were identified for adolescent and parent reports and labeled parental Intervention and Day-to-day Monitoring and Planning. These components were differentially associated with demographic characteristics and other measures of parenting. For example, across reporters, parents exhibited less Day-to-Day Monitoring and Planning for older adolescents. Racially/ethnically minoritized parents and male adolescents reported more Intervention parenting. Modest-sized statistically significant associations were found between these indicators of highly involved parenting and the other measures of parenting. Conclusion: Findings provide initial evidence of construct validity. Future work with more heterogeneous samples should examine if this measure captures adaptive parenting, or behaviors that interfere with developing independence, for adolescents with ADHD and neurotypically developing adolescents.

This study examined the clinical utility of the Massachusetts Youth Screening Instrument--Second Version (MAYSI-2) among African American (AA) incarcerated youth and used White incarcerated youth as a comparison group. Data were analyzed for 314 incarcerated youth (193 AA offenders and 121 White offenders) of ages 13-17 years who were adjudicated delinquent from a southeastern United States medium security residential facility. Seven logistic regression and receiver operating characteristic curve (ROC) models were built to determine whether the MAYSI-2 subscales accurately identify committed AA male incarcerated youth who have a mental illness diagnosis on file. Analyses also examined how well the MAYSI-2 subscales identify specific mental illnesses among AA-committed male incarcerated youth. Results demonstrated that no MAYSI-2 subscales accurately identified and categorized AA-committed male incarcerated youth who have mental disorders, and only two subscales (Alcohol/Drug Use, Depressed/Anxious) identified and categorized White committed male incarcerated youth who have a mental disorder. Additional results and implications for research and practice are provided.

Low-stakes test performance commonly reflects examinee ability and effort. Examinees exhibiting low effort may be identified through rapid guessing behavior throughout an assessment. There has been a plethora of methods proposed to adjust scores once rapid guesses have been identified, but these have been plagued by strong assumptions or the removal of examinees. In this study, we illustrate how an IRTree model can be used to adjust examinee ability for rapid guessing behavior. Our approach is flexible as it does not assume independence between rapid guessing behavior and the trait of interest (e.g., ability) nor does it necessitate the removal of examinees who engage in rapid guessing. In addition, our method uniquely allows for the simultaneous modeling of a disengagement latent trait in addition to the trait of interest. The results indicate the model is quite useful for estimating individual differences among examinees in the disengagement latent trait and in providing more precise measurement of examinee ability relative to models ignoring rapid guesses or accommodating it in different ways. A simulation study reveals that our model results in less biased estimates of the trait of interest for individuals with rapid responses, regardless of sample size and rapid response rate in the sample. We conclude with a discussion of extensions of the model and directions for future research.

Introduction: Social self-efficacy refers to peoples' beliefs about their ability to establish effective social relationships. During adolescence, it has been related to positive social relationships, skills to cope with adverse experiences, and health. While prior research has focused on the general dimension of self-efficacy, this study aims to examine the reliability and validity of the subscale social self-efficacy in Spanish and Portuguese adolescents across gender, age, and country. Method: The sample, selected from the 2018 Health Behaviour in School-aged Children (HBSC) study, was composed of 20,691 13-18-year-old adolescents from Spain and Portugal (48.2% boys and 51.8% girls). The scale's reliability and internal and external validity were examined systemically across sex, age, and country, as well as testing measurement invariance according to these variables. Results: Data showed adequate evidence of reliability ([alpha] = 0.85), as well as internal and external validity, thus demonstrating the scale's stability and applicability in similar research contexts. Conclusions: Social self-efficacy fosters individual and social well-being in youth, as well as healthy and positive development. Use of this subscale in evaluation and intervention programs could further our understanding about different dimensions of adolescent development.

Student engagement is a central construct in education research, as it is a strong predictor and/or mediator of both cognitive and non-cognitive student outcomes. However, there remain questions among researchers about how to properly measure student engagement during lessons. Our study contributes to this discussion by presenting the development and validation of a theoretically grounded questionnaire of students' lesson engagement, which is based on an experience sampling methodology. To validate this questionnaire, we issued it to 410 fifth- and sixth-grade students (10-12 years old). The results of both an exploratory and multilevel confirmatory factor analysis approved construct validity of the measure. Adequate within-person variability across time points was also found, which makes the questionnaire suitable for capturing fluctuations over time. Furthermore, partial scalar measurement invariance for questionnaire administration across time points and between fifth- and sixth-grade students was found.

Cultural mismatch theory of inequality and associated research indicates that a mismatch between independent cultural norms of institutions of higher education and students' interdependent backgrounds account for disparities in academic achievement for students from historically underrepresented groups. Despite growing interest in interventions to reduce cultural mismatch, there was not yet a comprehensive measure of cultural match. We developed and validated the Cultural Match Scale (CMS) composed of 24 Likert-scale items. The CMS measures Navigation of Institutional Culture, Connection to Community, and Connection to Institutional Values. Data from 858 participants were utilized to obtain validity and reliability evidence. Three factors with a general method factor for all negatively worded items showed the best fit. Consistent with the prior findings, relationships with four criterion measures showed medium to large magnitudes of correlations. Reliability was acceptable to excellent levels. The use of the CSM was discussed along with the needs for future research.

This study sought to develop an Academic School Climate Scale measuring students' perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4-12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.

It is obvious that current tools in literature that are used to measure female's sexual quality of life focus only on the objective dimension of sexual function, failing to examine quality of life on a multidimensional level. The aim of this research is to examine the validity and reliability of the ADORE for Turkish society. In the methodological research, 500 females were included. The research data was collected with "Descriptive Information Form" "ADORE" and "Sexual Quality of Life-Female (SQOL-F)." ADORE is a five-Likert-type type and 36-item scale that was developed to assess female's sexual quality of life. It has six sub-dimensions. It is stated that ADORE can better evaluate female's sexual quality of life holistically and contextually. The validity of ADORE was analyzed as linguistic, content, and construct validities. In determining the reliability of the scale, item-total score correlation, Cronbach alpha (Cr [alpha]) coefficient, Pearson correlation, split-half analysis, test-retest, and parallel form were used. Content validity index was found to be 0.90. The confirmatory factor analysis was performed for construct validity. ADORE's Cr [alpha] reliability coefficient was determined to be 0.95. According to ADORE test-retest analyses, it was found that there is a positively strong and statistically high significant correlation among scores of the scale. It was determined that there is an acceptable correlation between ADORE and SQOL-F. In determining female's sexual quality of life in Turkish society, ADORE is a valid and reliable scale. It is a useful scale for health professionals working in the clinic to evaluate female's sexual quality of life.

The present study aims to translate the questionnaires of Parents' Attitudes toward Early Childhood Career Development (PAECCD) and Parents' Attitudes toward Vocational Education Implementation in Preschool Curriculum (PAVEIPC) into Chinese versions (PAECCD-C and PAVEIPC-C) and examines their reliability and validity through two studies. In Study 1, exploratory factor analyses (EFAs) were conducted to evaluate their factor structure among 232 Chinese preschoolers' parents. In Study 2, confirmatory factor analyses (CFAs) were conducted to confirm their factor structures among other 355 Chinese preschoolers' parents, supporting the superiority of the initial theoretical model. Multigroup CFA comparisons indicated the measurement invariance for fathers and mothers. The PAECCD-C and PAVEIPC-C had excellent reliability values from 0.82 to 0.92. This study added to the existing research literature by supporting the applicability of PAECCD and PAVEIPC among Chinese preschoolers' parents.

Self-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to investigate the gap between SRL strategy knowledge and its application in more depth, it is necessary to develop instruments that assess conditional SRL strategy knowledge for the whole learning process with sufficient validity and reliability. Therefore, based on four distinct studies conducted in Germany, the development and validation of a new Strategy Knowledge Test for Self-Regulated Learning (SKT-SRL) for college students are described. Study 1 describes the development of the test and the results of expert ratings that speak in favour of the test's content validity. Study 2, the pilot study, was undertaken to gain insight into the psychometric characteristics of the SKT-SRL, examine its relationship to other SRL assessment methods and academic achievement, and reach a sense of its validity. Studies 3 and 4 present the results of two validation studies for the SKT-SRL; they investigated its psychometric characteristics, convergent validity, factorial structure, test-retest reliability, and its relationship to academic achievement as well as other study-relevant factors. Overall, the results are promising and the SKT-SRL mostly showed sufficiently valid assessments. To conclude, the SKT-SRL is a useful tool for analysing conditional SRL strategy knowledge in college students and can be used for further research on the relationship between SRL strategy knowledge and strategy usage.

While several test concordance tables have been published, the research underpinning such tables has rarely been examined in detail. This study aimed to survey the publically available studies or documentation underpinning the test concordance tables of the providers of four major international language tests, all accepted by the Australian Department of Home Affairs for Australian visa purposes. To evaluate the concordance studies, we first identified the good practice principles in concordance research through a review of both the relevant literature and leading professional standards in the field of educational measurement and language assessment. Next, we reviewed the concordance studies against the identified good practice principles. Our findings revealed that the information supplied by test providers varied, with some making the full research papers available, whereas others providing little information about their underpinning research. None of the concordance studies fulfilled all the good practice principles. Based on the findings of this study, we offer recommendations for future concordance research in the field of language testing as well as suggestions for practice.

Despite extensive research on assessing collocational knowledge, valid measures of academic collocations remain elusive. With the present study, we employ an argument-based approach to validate two Academic Collocation Tests (ACTs) that assess the ability to recognize and produce academic collocations (i.e., two-word units such as "key element" and "well established") in written contexts. A total of 343 tertiary students completed a background questionnaire (including demographic information, IELTS scores, and learning experience), the ACTs, and the Vocabulary Size Test. Forty-four participants also took part in post-test interviews to share reflections on the tests and retook the ACTs verbally. The findings showed that the scoring inference based on analyses of test item characteristics, testing conditions, and scoring procedures was partially supported. The generalization inference, based on the consistency of item measures and testing occasions, was justified. The extrapolation inference, drawn from correlations with other measures and factors such as collocation frequency and learning experience, received partial support. Suggestions for increasing the degree of support for the inferences are discussed. The present study reinforces the value of validation research and generates the momentum for test developers to continue this practice with other vocabulary tests.

Standard-setting is an essential component of test development, supporting the meaningfulness and appropriate interpretation of test scores. However, in the high-stakes testing environment of aviation, standard-setting studies are underexplored. To address this gap, we document two stages in the standard-setting procedures for the Overseas Flight Training Preparation Test (OFTPT), a diagnostic English test for ab initio pilots, aligned to the International Civil Aviation Organization (ICAO)'s Language Proficiency Rating Scale (LPRS). Performance-level descriptors (PLDs) were empirically generated in Stage 1 in collaboration with six subject matter experts (SMEs). These PLDs made explicit the correspondence between linguistic performance levels within the target language use domain and the ICAO scale. Findings suggest that the ICAO scale is not fine-grained enough to distinguish levels of linguistic readiness among ab initio pilots, nor does it adequately reflect the knowledge, skills, and abilities valued by SMEs within this domain. In Stage 2, 12 SMEs were recruited to set standards and were divided into two groups to investigate the replicability of Ebel method standard-setting procedures. Cut scores were determined for the OFTPT reading and listening tests, which were inferentially linked to the LPRS. There were no significant differences in the cut scores arrived at by both groups and reliability was excellent, suggesting that test users can have confidence in the standards set.

This study evaluated the efficacy of two proposed methods in an operational standard-setting study conducted for a high-stakes language proficiency test of the U.S. government. The goal was to seek low-cost modifications to the existing Yes/No Angoff method to increase the validity and reliability of the recommended cut scores using a convergent mixed-methods study design. The study used the Yes/No ratings as the baseline method in two rounds of ratings, while differentiating the two methods by incorporating item maps and an Ordered Item Booklet, each of which is an integral tool of the Mapmark and the Bookmark methods. The results showed that the internal validity evidence is similar across both methods, especially after Round 2 ratings. When procedural validity evidence was considered, however, a preference emerged for the method where panelists conducted the initial ratings unbeknownst to the empirical item difficulty information, and then such information was provided on an item map as part of the Round 1 feedback. The findings highlight the importance of evaluating both internal and procedural validity evidence when considering standard-setting methods.

Given the lack of computational tools available for assessing second language (L2) production in Korean, this study introduces a novel automated tool called the Korean Syntactic Complexity Analyzer (KOSCA) for measuring syntactic complexity in L2 Korean production. As an open-source graphic user interface (GUI) developed in Python, KOSCA provides seven indices of syntactic complexity, including traditional and Korean-specific ones. Its validity was tested by investigating whether the syntactic complexity indices measured by it in L2 written and spoken production could explain the variability of L2 Korean learners' proficiency. The results of mixed-effects regression analyses showed that all seven indices significantly accounted for learner proficiency in Korean. Subsequent stepwise multiple regression analyses revealed that the syntactic complexity indices explained 56.0% of the total variance in proficiency for the written data and 54.4% for the spoken data. These findings underscore the validity of the syntactic complexity indices measured by KOSCA as reliable indicators of L2 Korean proficiency, which can serve as a valuable resource for researchers and educators in the field of L2 Korean learning and assessment.

Research has shown the importance of responsive caregiving for fostering positive development early in life; however, tools measuring these interactions are often impractical for larger scale intervention trials and in settings with resource constraints. The present study provides reliability and validity evidence from Sindh, Pakistan for a tool developed to quantify responsive caregiving. Data were collected from 200 randomly selected households on responsive caregiving, sociodemographic characteristics, early learning, and early child development. The results indicated that the responsive care tool can be feasibly administered in less than 5 min in a low-resource setting. An exploratory factor analysis found that the tool's indicators reliably loaded onto two distinct factors, responsive interactions and caregiver-initiated interactions, accounting for 96.01% of the underlying variation in scores. A confirmatory factor analysis reflecting input from modification indices showed satisfactory fit statistics and adequate factor loadings (all above 0.70). Internal consistencies of the two factors were also high, with alphas of 0.93 and 0.83, respectively. Convergent validity of the responsive interactions factor was demonstrated by a strong and positive correlation with measures of psychosocial stimulation, early learning, maternal education, and household wealth. Predictive validity of the responsive interactions factor was demonstrated by a strong and positive association with child development. The caregiver-initiated interactions factor was significantly and negatively associated with psychosocial stimulation and child development. The resulting evidence provides programs with an open access, observational, reliable, and valid measure to quantify responsive caregiving at the program level in low-resource settings.

Researchers and practitioners in the field of second language acquisition have come to realize the importance of non-cognitive skills such as self-efficacy and self-regulation in students' learning of a second language. However, there has been limited systematic research on such measures in the second language context and the validity and reliability of their intended use and interpretation. The Questionnaire of English Self-Efficacy (QESE) was designed to measure English language learners' self-efficacy beliefs. This study applied the Rasch model to evaluate the item-level psychometric properties of QESE and its adequacy for use in the Vietnamese context. The results demonstrated that the QESE items predominantly measured a unidimensional construct (i.e. self-efficacy beliefs in learning English as a second language). The scale was highly reliable, and its rating categories functioned effectively, reflecting varying levels of self-efficacy beliefs. Although the item difficulty hierarchical order was generally consistent with the anticipated hierarchy within the Vietnamese context, there were a few surprising results, contradicting what was previously found with Chinese students. For example, item 28 (writing diaries in English) was a very difficult task for Vietnamese students, but a previous study showed that it was a moderately difficult task for Chinese students. Item 5 (writing blogs on the Internet) was an easy task for Vietnamese students, but it was a difficult task for Chinese students. The findings provide directions for future research and have implications for helping professionals provide best practices that meet the unique educational needs of English language learners.

Purpose: Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app--LanguageScreen--that can be used by education professionals to assess children's language ability. Method: The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale. Results: LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers. Conclusions: LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.

The purpose of this study was to develop and test the internal and external reliability of a novel research instrument which measures language support for international faculty members and its effects on integration. While previous research has focused on the contributions of international faculty and efforts to attract them, growing concerns about negative experiences and low rates of retention have led scholars to focus on institutional linguistic support. Specifically in emerging host countries, interest exists for the role of support for learning the local language. In this context, this study substantiates an instrument, the Institutional and Social Support Survey (ISS-10) which quantifies social support and language support provided by host universities. The instrument was first refined using Rasch rating scale analysis and exploratory factor analysis (EFA). Subsequent linear mixed effects (LME) regression on a second administration of the instrument revealed that the ISS-10 significantly predicts the integration of international faculty as quantified by the IPL-12, an often-used measure of migrant integration. The ISS-10 may, therefore, be of interest to scholars researching international faculty integration where local language proficiency is a concern.

Screening for autism in childhood has been advocated as a part of standard care. Challenges exist with screening implementation and performance of screening tools in clinical practice. This study aimed to examine the validity and feasibility of using the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) for screening of autism in Singapore. Caregivers completed the M-CHAT-R/F as a part of the routine 18-month well-child visit in seven primary care clinics. Screening and follow-up interviews were administered by trained nursing staff. Children screened positive and a subset of those screened negative underwent diagnostic assessments for autism, which included an Autism Diagnostic Observation Schedule, Second Edition. Participants were 5336 multiethnic children (mean age 18.6 ± 0.9 months, 51.3% male gender). In total, 113 (2.1%) were screened positive, of which 54 (1.0%) were classified to have autism after their diagnostic assessment. Sensitivity of the M-CHAT-R/F was 88.6%, specificity 71.4%, and positive predictive value 90.7% for an autism diagnosis. The majority of respondents rated the screening process as feasible within the clinic setting. The M-CHAT-R/F had acceptable psychometric properties and high feasibility when used in primary care settings in Singapore. Recommendations for implementation of systematic screening and future research are presented.

Despite the acknowledged importance of integrating creativity into school curricula, students with learning disabilities often lack the skill of creativity, due to its absence in classroom instruction. To address these gaps, the authors developed a needs analysis questionnaire assessing the necessity of a creativity module for primary school students with learning disabilities, focusing on Torrance's four creativity elements: (a) Originality, (b) Fluency, (c) Flexibility, and (d) Elaboration. This study, emphasizing content validity and reliability testing, comprised rigorous validation by a panel of nine special education experts, resulting in high content validity scores. In Part II, all items were accepted, yielding an overall S-CVI score of 0.97, indicating a 'very suitable' construct. In Part III two items were rejected; the overall S-CVI score remained at 0.80, signifying 'very suitable'. A pilot test with 30 special education teachers demonstrated Cronbach's Alpha values 0.87, indicating high reliability for all questionnaire parts. The study emphasizes the questionnaire's efficacy in assessing teachers' understanding of creativity skills and their perspectives on the importance of a customized creativity module. This tool holds substantial potential for educators and curriculum developers, providing insights to address specific student needs, foster creativity in classrooms and enhance overall educational experiences.

The indefinite nature of test fairness and different interpretations and definitions of the concept have stirred a lot of controversy over the years, necessitating the reconceptualization of the concept. On this basis, this study aimed to explore the empirical validity of Kunnan's (2008) Test Fairness Framework (TFF) and revisit the established test fairness conceptualization following the principles of grounded theory. To this end, 10 university lecturers of TEFL, 20 high school English language teachers, 15 PhD students in TEFL, and 15 MA students in TEFL participated in open-ended and semi- structured interviews. Following grounded theory rubrics, the researchers read, codified, and analyzed the obtained interview data. Simultaneously, memos were written, comparisons were drawn, possibilities were seen, and robust categories were developed through theoretical sampling. This process continued iteratively until the categories saturated. Next, the categories were juxtaposed and compared to see how they fit together and finally several major categories emerged accordingly. The opinions were diagrammed and a visual image of the categories and their relevant scope, power, and associations were represented to construct a theoretical logic. The new hierarchy of test fairness categories became discernible as the interviewees named distinct characteristics for a fair test. The identified levels of the new conceptualization of test fairness were entitled validity, construction and structure, administration, scoring, reporting, decision-making, consequences, security, explicitness, accountability, equality, and rights. The need for advancing context-specific and locally agreed-upon equity principles as driven by the impossibility of the fulfillment of the equality principle in the real world conditions is an important finding of this study with concrete implications for both theory and practice in the field.

The aim of this study is to develop a measurement tool that can determine the attitudes of social studies teachers and classroom teachers towards the use of current events in the social studies course. The scale consists of 23 five-point Likert-type items. The scale form consisting of 40 items prepared by the researchers was administered to a total of 394 teachers, including 303 classroom teachers and 91 social studies teachers working in different provinces of Turkey. As a result of the EFA, it was determined that the scale consists of 23 items and 2 sub-dimensions. The first sub-factor consisting of 14 items explains 40.44% of the variance of the related attitude variable, while the second sub-factor consisting of 9 items explains 12.99% of the variance of the related attitude variable. This two-factor structure explains 53.43% of the total variance. According to CFA analysis, values of X[superscript 2] / df = 2.73 (p = 0.000); RMSEA = 0.098; NFI = 0.90; CFI = 0.94; GFI = 0.77; NNFI = 0.97; and IFI = 0.94 were found. These findings reveal that the scale is a valid and reliable measurement tool to measure attitudes towards the use of current events in the social studies course. The original form of the scale is in Turkish.

Rapid automatized naming (RAN) is a powerful predictor of reading fluency, and many digitized dyslexia screeners include RAN as an essential component. However, the validity of digitized RAN has not been established. Using a sample of 174 second-graders, this study tested (1) the comparability between paper and digitized versions of RAN and (2) the validity of the digitized version. We found that paper and digital versions were highly correlated, and such correlation was consistent across students' reading levels. Further, the digital RAN predicted children's word reading proficiency as well as the paper version. Moreover, the constructs measured by paper and digital versions of RAN were comparable. We conclude that the digitized RAN is a valid alternative to the traditional paper version for this age group.