Search

Purpose: Digital content may increase parental access to training as well as the diversity of the training programs. YouTube videos may provide a platform from which professionals may adopt content for such programs. This study provides data regarding the clinical utility of YouTube videos about shared book reading (SBR) found on the United States (USA) and India channels. Method: A cross-sectional analysis of videos about SBR was conducted to examine metadata, evidence-based content, understandability, and actionability. Descriptive statistics were used to analyse metadata and content. Health literacy concepts of understandability and actionability were measured, and descriptive statistics are reported. Result: Of 800 videos identified, 10 included information related to storybook selection, dialogic reading, extra-textual strategies, and print-referencing strategies. These met adequate levels of understandability and actionability. Conclusion: Results provide some direction and recommendations for parent-training programs in the USA and India. The study highlights the use of YouTube videos and suggests its utility as a supplement source within parent-training programs. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop and explore the factor structure of university faculty-focused bystander attitude and behavior measures regarding gender-based violence and to expand on the inclusion of oppressive behaviors in these measures. An online survey was administered to a convenience sample of 167 faculty from a university in the US. Two scales, Faculty Bystander Attitude Scale (FBAS) and Faculty Bystander Behavior Scale (FBBS), were developed to assess faculty bystander attitudes and behaviors. After exploratory factor analysis, the 27-item FBBS successfully loaded on three factors and, after eliminating two items, the 25-item FBAS successfully loaded on three factors. A confirmatory factor analysis will be a useful next step in confirming the factor structure of the modified measures. Faculty specific bystander attitude and behavior scales are necessary to assess the efficacy of violence prevention programming for faculty. These scales can also be incorporated into campus climate surveys to determine faculty's willingness to intervene when they witness behaviors along the continuum of violence. [ABSTRACT FROM AUTHOR]

Prior research assessing the psychometric properties of the Global Psychotrauma Screen provided support for its internal consistency reliability, construct validity, convergent validity, and divergent validity in several international samples, but not specifically in a U.S. subsample. The purpose of this study was to assess psychometric properties of the GPS in the U.S. This observational study included a convenience sample of individually recruited participants (N = 231) who completed an initial study with 126-item online questionnaire and a two-week follow-up study with GPS alone through the weblinks provided by the research team. Data analyzes included measuring internal consistency and test–retest reliability, exploratory and confirmatory factor analyzes (EFA and CFA), convergent and divergent validity, sensitivity, specificity, and severity of the GPS symptom items. Additional CFA was conducted with data (N = 947) from the GPS multinational research project, U.S. subsample. The results showed acceptable internal consistency and test–retest reliability, convergent validity, and divergent validity of the GPS. The construct validity results supported a three-factor structure of the GPS symptoms. The GPS domains showed acceptable sensitivity and specificity with the cut-off scores of 3 for PTSD and 5 for CPTSD domains; and the scores of 1 for the anxiety, depression, and insomnia domains respectively. The GPS risk factors predicted the GPS symptom severity. This study provides new and additional evidence on the psychometric properties of the GPS which may help health care providers with the selection of an appropriate screening instrument for trauma-related transdiagnostic symptoms. The study limitations should be addressed in future research through the replication of EFA and CFA internationally with larger samples, and the inclusion of a reference standard for dissociation. [ABSTRACT FROM AUTHOR]

Residential summer camps, one of the most popular organized programs for children in the United States, may promote several aspects of positive youth development. These positive outcomes may stem in part from camp counselors, who often forge close relationships with youth, but few studies have examined these relationships. To facilitate this research, we developed a camper-reported camper-counselor relationship quality scale. In Study 1, scale items were created and/or adapted and evaluated through expert ratings and cognitive interviews. Exploratory factor analyses using data from 318 campers (ages 7–15) from Jewish overnight camps supported the hypothesized three-factor structure. In Study 2, confirmatory factory analyses of data from a second group of 324 campers from similar camps confirmed the three-factor structure and showed preliminary evidence of concurrent validity; camper Jewish identity scores and age were positively associated with camper-counselor relationship quality. Implications for practice and continued research and validation are discussed. [ABSTRACT FROM AUTHOR]

The accuracy of performance validity tests (PVTs) with culturally diverse populations has increasingly been questioned. High false positive rates have been found in some PVTs in culturally and linguistically diverse individuals within the U.S. and internationally. No study to date has investigated the accuracy of PVTs with Chinese-speaking immigrants (CSI) in the U.S. The current study aimed to evaluate two PVTs, the Test of Memory Malingering (TOMM) and Dot Counting Test (DCT), to determine their accuracy in a community sample of CSI with limited English proficiency. These two measures were used in a simulation design, contrasting 52 participants who were instructed to respond honestly to 22 participants instructed to feign incompetency to stand trial. Results demonstrated the scores of TOMM Trial 1 and Trial 2 were effective in classifying honest responders from simulators, whereas the DCT E-score did not differentiate the groups better than chance. However, false positive rates for the TOMM Trial 1, Trial 2, and the DCT E-score were relatively low. Only one honest responder (1.9%) was classified as exerting insufficient effort in TOMM Trial 1 and DCT E-score, and the TOMM Trial 2 did not misclassify any honest responders. Implications and cautionary statements are provided and discussed. [ABSTRACT FROM AUTHOR]

To identify the factor structure of the Personality Assessment Inventory (PAI) clinical scales for military service members with traumatic brain injury (TBI). Retrospective analysis of existing data base. The sample included 210 service members with TBI who completed the PAI as part of a neuropsychological evaluation at a military TBI clinic. Statistical analysis included exploratory factor analysis of 214 items of the 11 PAI clinical scales. Exploratory factor analysis indicated a four-factor solution accounting for 30.4% of the variance in scores. A review of the face validity of the items from each factor generated the following factor labels: Somatic/Psychiatric/Cognitive Distress, Social Distress, Substance Misuse, and Depression. The PAI appears to assess general distress (i.e., somatic/psychiatric/cognitive) and substance misuse constructs for both psychiatric and TBI populations, but it also appears to assess a "social distress" construct (i.e., difficulties socializing in both military and civilian populations) that is unique to military populations. Suggestions are offered to re-conceptualize PAI clinical scales specific to psychopathology (i.e., schizophrenia, paranoia, mania, borderline, antisocial) and personality disorders (i.e., borderline, antisocial) in terms of neurologic and military specific issues for service members with TBI. [ABSTRACT FROM AUTHOR]

In this paper, we test the validity of the employment hysteresis hypothesis. For this purpose, we use daily employment data at the national and state levels in the United States from January 8, 2020, to May 30, 2020. We apply the modified version of the Kapetanios-Shin unit root test, along with finite-sample critical values. We find that the employment hysteresis hypothesis is valid in the United States during the COVID-19 era. The validity of the findings does not change when data at the national and state levels are used. The evidence is also valid when the employment levels for all firms and small firms are considered. The results are also robust to employment levels for workers at different income levels and employment in five different sectors. [ABSTRACT FROM AUTHOR]

The Schwartz Outcome Scale-10 is a 10-item measure that has proven utility for assessing well-being and mental health and measuring change over time. Although there is a Spanish translation of the measure created in the United States for the Latino population, its acceptability and psychometric properties have not been studied in unilingual Spanish speakers, nor outside the United States. The aim of the present study is to explore these properties in larger samples, clinical and non-clinical, from Latin America adding convergent validity checking and exploration of effects of gender and age on scores. A qualitative study was conducted with 11 participants to test for dialect/language issues, then a psychometric exploration of data from 886 participants in a non-clinical sample and 172 in a clinical sample. The results showed good psychometric characteristics and suggest that the SOS-10-E can be used in Latin America. A cutoff of 42.51 differentiates clinical scores from non-clinical. Future studies are needed to explore sensitivity to change and check replication in other Spanish speaking populations. [ABSTRACT FROM AUTHOR]

The Prescription Opioid Misuse and Abuse Questionnaire was developed to identify prescription opioid abuse and misuse among patients with chronic pain, however, evidence of construct validity and reproducibility is needed. Chronic pain patients were recruited from five Department of Defense Military Health System clinics across the United States. Construct validity was examined using subjective clinician-reported and patient-reported measures as well as objective information (e.g. hair/urine drug screens and electronic medical records). Test-retest reliability was assessed across 2 timepoints among a subgroup of patients with stable chronic pain. Of 3,263 screened patients, 938 (28.7%) met eligibility and were enrolled; 809 (86.2%) completed the Prescription Opioid Misuse and Abuse Questionnaire. Construct validity was supported by comparison to other validated questionnaires and hair and urine screens which yielded high agreements with patient reports on the Prescription Opioid Misuse and Abuse Questionnaire. Electronic medical record data supported patients' Prescription Opioid Misuse and Abuse Questionnaire responses regarding physician and emergency room visits and opioid refills. The Prescription Opioid Misuse and Abuse Questionnaire had excellent test–retest reliability; the percentage agreement between the two Prescription Opioid Misuse and Abuse Questionnaire administrations was high (>90%) for most questions. Results suggest that the Prescription Opioid Misuse and Abuse Questionnaire is a valid and reproducible tool that can be used to assess the presence of prescription opioid misuse and abuse among patients with chronic pain. [ABSTRACT FROM AUTHOR]

This study examines the convergent validity of the substantive scales of the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF) in the Veteran Affairs (VA) population. The sample includes test protocols drawn from all administrations of the MMPI-2-RF or MMPI-2 entered into the electronic medical record system between January 1, 2008 and May 31, 2015 at any VA across the United States. After excluding invalid protocols, substantive scale scores were correlated with external measures of depression, anxiety, and posttraumatic stress disorder if they were administered within |14| days of the MMPI-2/-RF. Results supported the convergent validity of the MMPI-2-RF emotional dysfunction domain scores. Discriminant validity for the remaining MMPI-2-RF substantive scale scores was also adequate. Limitations and implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Background: Identifying depressive cognitions in first-generation Middle Eastern immigrants (FGMEI) can be an important step to prevent the development of clinical depression. Purpose: This study focused on the cross-cultural equivalence and psychometric testing of the Arabic version of the Positive Thinking Skills Scale (A-PTSS) among 100 FGMEI. Methods: Content/face validity of the measure was conducted. Internal consistency, homogeneity, dimensionality and construct validity were assessed. Results: Cronbach's alpha for (A-PTSS) was.89. Factor extraction generated only one factor, which is consistent with the English version. The A-PTSS total score had a strong positive correlation with the positive cognition scores (r =.42, p <.001), the total resourcefulness scores (r =.39, p <.001), and with the total generalized anxiety scores (r = −.42, p <.001), thereby suggesting construct validity. Conclusion: This scale has the potential to become a useful screening tool for depressive cognitions among FGMEI. [ABSTRACT FROM AUTHOR]

Social media facilitates the formation of identity bubbles that reinforce shared identities, social homophily, and reliance on the information shared within the bubbles. Currently, researchers need more social psychological measures to assess how people perceive their relationships with online networks and information shared on social media. This article reports the development and Finnish and English validations of the identity bubble reinforcement scale (IBRS), consisting of subscales on social identification, homophily, and information bias. Studies 1 and 2 (N = 1200, N = 160; age 15–25 years) validated the 6-item measure (IBRS-6) in Finland and Study 3 replicated the results with both 6-item and 9-item (IBRS-9) measures in the United States (N = 501, age 18–25 years). Across all 3 studies and 2 countries, the IBRS showed good construct validity and correlated positively with social media use and group-behavior measures. The IBRS is an applicable measure for social media group behavior, and its subscales can also be used separately. [ABSTRACT FROM AUTHOR]

There is a clear need for a sexual orientation measure that can both conceptually encompass sexual orientation diversity and be accessible to individuals with normative identities. Two novel scales have recently been introduced into the literature (Sexual-Romantic and Gendered Sexuality) and have been found to better capture the experiences of sexual and gender minority individuals. The present study investigated the face validity ratings of heterosexual cisgender individuals to these two new scales as well as the Kinsey Scale. Participants completed all three scales and assessed their face validity by rating how well each captured their sexuality. Participants were 791 U.S. residents of the United States (558 women, 233 men). Face validity ratings were analyzed with a 2 (Gender) X 3 (Scale) mixed ANOVA. Although face validity scores were high for all scales, a main effect for scale was found. Heterosexual cisgender participants rated the Sexual-Romantic Scale as a significantly more valid measure of their sexuality than either the Kinsey scale or the Gendered Sexuality scale (which did not differ from each other). Because past research has established that sexual and gender minority individuals prefer these two newer scales over Kinsey, the Sexual-Romantic and Gendered Sexuality scales offer researchers options for valid measures appropriate for use regardless of sexual orientation or gender identity of the rater. [ABSTRACT FROM AUTHOR]

We evaluated the reliability, validity, and differential item functioning (DIF) of a shorter version of the Defining Issues Test-1 (DIT-1), the behavioural DIT (bDIT), measuring the development of moral reasoning. About 353 college students (81 males, 271 females, 1 not reported; age M = 18.64 years, SD = 1.20 years) who were taking introductory psychology classes at a public University in a suburb area in the Southern United States participated in the present study. First, we examined the reliability of the bDIT using Cronbach's α and its concurrent validity with the original DIT-1 using disattenuated correlation. Second, we compared the test duration between the two measures. Third, we tested the DIF of each question between males and females. Findings reported that first, the bDIT showed acceptable reliability and good concurrent validity. Second, the test duration could be significantly shortened by employing the bDIT. Third, DIF results indicated that the bDIT items did not favour any gender. Practical implications of the present study based on the reported findings are discussed. [ABSTRACT FROM AUTHOR]

Objectives: A limitation of adult day service (ADS) research is that there remains little understanding of how these community-based long-term care programs operate to benefit clients or family caregivers (i.e. the process of ADS use). The purpose of this study was to validate the 'ADS Process and Use Measures' (APUM) which were developed to assess such mechanisms. Method: Participant observation and semi-structured interviews in two ADS settings resulted in qualitative data to inform a conceptual model, subscales, and Likert-scale items. Three experts in ADS research reviewed the initial 129-item version of the APUM to establish content validity, and 27 family caregivers of current or prior ADS clients provided feedback on face validity of a subsequent 58-item version. Results: Principal components and confirmatory factor analyses on a sample of 269 family members of ADS clients recruited from 90 programs throughout the U.S. established a measure featuring 5 domains, 12 reliable subscales, and 49 items. Analysis of discriminant and convergent validity found that various subscales from four of the domains (Why ADS is Used, Events Prior to Use, Why ADS Does Not Work, and Pathways to Benefits) were significantly associated (p < 0.05) with family caregiver distress and ADS client quality of life variables. Conclusion: The ADS Process and Use Measures effectively assess mechanisms of program benefit and could help to enhance the overall quality of these critical community-based long-term care options for older persons and their families. [ABSTRACT FROM AUTHOR]

The quality of parent-child interactions and family relationships has a powerful influence on children's development and well-being. The International Parenting Survey (IPS) is a brief, web-based survey developed to provide a cross-national, community-level, population snapshot of the experiences of parents related to raising children. The IPS was developed as a planning tool to assist policy makers and community agencies plan, implement, and evaluate parenting programs and as a tracking tool to evaluate parenting support programs in different countries. We report the preliminary psychometric properties of the IPS on various domains of measurement in an international sample of over 9,000 parents. Moderate to high reliabilities were obtained for all domains of measurement. High internal consistency reliabilities (α = .88-.97) were obtained for the domains of children's behavior and emotional maladjustment, for parental self-efficacy, parental distress and parental beliefs. Moderate levels of reliabilities (α = .52-.83) were obtained for domains of parental consistency, coercive parenting, positive encouragements, and parent-child relationships. Overall, the measure appears to have satisfactory reliability justifying further psychometric validation studies in population level studies of parenting. Examples of uses of the IPS are described and directions for future research and policy explored. [ABSTRACT FROM AUTHOR]

Delving into motivations for and the impact of social comparison among students in the U.S. and South Korea, the present study examined cross-cultural differences in social comparison on Facebook. Following Helgeson and Mickelson [1995. "Motives for social comparison." Personality and Social Psychology Bulletin 21 (11): 1200-1209. doi:10.1177/01461672952111008.]'s framework, social comparison was studied both offline and online based on a range of motivations rather than targets of social comparison. Results suggested an insignificant effect of culture on orientation toward social comparison. However, significant cultural differences were observed in motivations for social comparison. The U.S. participants, compared to their South Korean counterparts, demonstrated a greater propensity both offline and online to engage in social comparison motivations of self-enhancement and altruism. On Facebook, South Korean participants' social comparison motivations for self-improvement, common bond, and self-destruction were higher than those of the U.S. participants. The U.S. participants generally felt more positive and less fatigued after making comparisons on Facebook. Factors influencing post-comparison affect were also investigated between the two countries. [ABSTRACT FROM AUTHOR]

The Examination for Professional Practice in Psychology (EPPP) is a universal requirement for psychology licensure in the United States and much of Canada. However, in the 53 years of its use, many fundamental questions about this "high stakes" exam remain. Specifically, the EPPP relies exclusively upon content validity evidence, and it is unknown if scores are associated with relevant performance criteria. Limited evidence suggests that failure rates vary according to applicant demographics. To further assess the latter, a Freedom of Information Act request was submitted to a populous US state (N of applicants = 4892). Significant differences in first-time failure rates were found according to ethnicity (i.e., Blacks = 38.50%; Hispanics = 35.60%; Asians = 24.00%; Whites = 14.07%). Men (18.85%) failed more often than women (15.82%) and PsyDs (20.07%) failed more often than PhDs (15.02%), but the magnitude of difference in these two analyses was relatively small. Meaningful interactions between ethnicity, gender, and degree type were not found, but given the ethnic performance discrepancies and limited validity evidence, additional psychometric investigation of the EPPP appears warranted (e.g., in terms of criterion and predictive validity testing). Further, it is recommended that the EPPP Step-2 should undergo similar assessments prior to implementation. [ABSTRACT FROM AUTHOR]

Background: Few scales currently exist to assess the quality of interprofessional teamwork through team members’ perceptions of working together in mental health settings. Aims: The purpose of this study was to revise and validate an interprofessional scale to assess the quality of teamwork in inpatient psychiatric units and to use it multi-nationally. Methods: A literature review was undertaken to identify evaluative teamwork tools and develop an additional 12 items to ensure a broad global focus. Focus group discussions considered adaptation to different care systems using subjective judgements from 11 participants in a pre-test of items. Data quality, construct validity, reproducibility, and internal consistency were investigated in the survey using an international comparative design. Results: Exploratory factor analysis yielded five factors with 21 items: ‘patient/community centred care’, ‘collaborative communication’, ‘interprofessional conflict’, ‘role clarification’, and ‘environment’. High overall internal consistency, reproducibility, adequate face validity, and reasonable construct validity were shown in the USA and Japan. Conclusions: The revised Collaborative Practice Assessment Tool (CPAT) is a valid measure to assess the quality of interprofessional teamwork in psychiatry and identifies the best strategies to improve team performance. Furthermore, the revised scale will generate more rigorous evidence for collaborative practice in psychiatry internationally. [ABSTRACT FROM PUBLISHER]

Uncertainty is a central characteristic of many aspects of cancer prevention, screening, diagnosis, and treatment. Brashers’s (2001) uncertainty management theory details the multifaceted nature of uncertainty and describes situations in which uncertainty can both positively and negatively affect health outcomes. The current study extends theory on uncertainty management by developing four scale measures of uncertainty preferences in the context of cancer. Two national surveys were conducted to validate the scales and assess convergent and concurrent validity. Results support the factor structure of each measure and provide general support across multiple validity assessments. These scales can advance research on uncertainty and cancer communication by providing researchers with measures that address multiple aspects of uncertainty management. [ABSTRACT FROM PUBLISHER]

Background: Childhood acquired brain injuries can disrupt communication functions needed for success in school, work and social interaction. Cognitive-communication difficulties may not be apparent until adolescence, when academic, environmental and social-emotional demands increase. Objective: The Functional Assessment of Verbal Reasoning and Executive Strategies for Students (S-FAVRES) is a new activity-level measure of cognitive-communication skills in complex, contextual and integrative tasks that simulate real world communication challenges. It is hypothesized that S-FAVRES performance would differentiate adolescents with and without acquired brain injury (ABI) on scores for Accuracy, Rationale, Reasoning Subskills and Time. Methods: S-FAVRES was administered to 182 typically-developing (TD) and 57 adolescents with mild-to-severe ABI aged 12–19. Group differences, internal consistency, sensitivity, specificity, reliability and contributing factors to performance (age, gender, brain injury) were examined statistically. Results: Those with ABI attained statistically lower Accuracy, Rationale and Reasoning sub-skills scores than their TD peers. Time scores were not significantly different. Performance trends were consistent across tasks, administrations, gender and age groups. Inter-rater reliability for scoring was acceptable. Conclusion: The S-FAVRES provides a reliable, functional and quantifiable measure of subtle cognitive-communication difficulties in adolescents that can assist speech-language pathologists in planning treatment and integration to school and real world communication. [ABSTRACT FROM AUTHOR]

The Moral Competence Test (MCT) was designed over 30 years ago to provide a resource for educators interested in conducting cross-cultural studies of moral development and education. Since its origin, it has been translated into at least 30 languages and used in hundreds of studies. However, few studies provide evidence to support the use of the test in the US. The test’s designer identified three criteria for evaluating the construct validity of the test and its primary scores: do correlations of stage scores reflect a simplex structure, do ratings follow the theoretical order of stages, does the test differentiate preferences and structures of reasoning. We use these criteria and evidence of criterion and content validity to assess the validity of the MCT. We present results from two US samples (n= 772). Results analyzing the test author’s criteria support the semantic validity of the test, however, evidence of criterion validity raise questions about the C-score as a measure of moral competence. After controlling for stage preferences, the C-score was negatively related to democratic attitudes and positively related to dogmatism. [ABSTRACT FROM PUBLISHER]

The author references literature on language testing in discussing the validity of score-based inferences in ascertaining ability in a context that allows for "reallocation" and "coaching". High-stakes tests such as the International English Language Testing System (IELTS) are likely to distort the teaching and learning efforts and hence validity concerns. With examples of policy implications as in the Citizenship test, the need for such testing to be accountable, fair and just is highlighted.

Homework is a requirement for most school-age children, but research on the benefits and drawbacks of homework is limited by lack of psychometrically sound measurement of homework performance. This study examined the structural and convergent validity of scores from the newly developed Homework Performance Questionnaire – Teacher Scale (HPQ-T). Participants were 112 teachers of 224 students in six Illinois school districts. Common factor analysis with principal axis extraction and promax rotation was used for data analysis. Results revealed three salient factors: Parent support, student competence and homework completion. Subsequently, convergent validity of HPQ-T subscale scores with subscale scores from the Learning Behaviours Scale was examined. Findings suggest that the HPQ-T may potentially be a useful tool for improving research on homework and identifying strengths and weaknesses in student homework performance. However, modifications are recommended to optimise the utility of the scores. [ABSTRACT FROM AUTHOR]

Background: The patient-reported Dermatology Life Quality Index (DLQI) measures the impact of dermatologic diseases on patients' lives. Objectives: To evaluate the content validity of the DLQI in patients with moderate to severe plaque psoriasis. Methods: In a two-part interview, participants were first asked open-ended questions about the impact of psoriasis-related complaints and symptoms on their lives and activities. The DLQI was then administered and cognitive debriefing interviews assessed participants' understanding of the instructions, items, and response scales, and relevance of the specific items to their experience with psoriasis. Results: Twenty-one patients were interviewed at two US sites. Mean age was 48.8 years, 67% were white, and 43% reported Hispanic/Latino ethnicity. The majority reported living with a partner or spouse (81%) and working full time or part time (57%). Patients' spontaneous responses to open-ended questions were consistent with DLQI concepts and generally did not provide additional concepts. Most participants reported that the instructions, item content, and response scales were clear and easy to understand and relevant. Conclusions: The content of the DLQI included all important and relevant concepts from the perspective of patients with moderate to severe plaque psoriasis. This study provides further support for the content validity of the DLQI in this population. [ABSTRACT FROM AUTHOR]

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. She looks at the consequences of educational assessment and accountability systems in relation to the argument-based approach to test validity and interpretation. She also notes the importance of examining the effects of test validity on the improvement of student learning and school instruction.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He explores the aspects of Newton's arguments on the consensus definition of test validity including the role of scientific definitions, the role of validation constructs, and the distinction between test score interpretations and uses. He also looks at the idea of construct validity relating to psychological attributes.

The author discusses an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in relation to a depression questionnaire in the U.S. She looks at Newton's proposed clarification of the definition of validity and its association with the measurements of attributes in the psychological network context. She argues that a depression questionnaire does not measure a depression attribute but it assesses the degree of cognitive activation.

The author discusses an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. She looks at Newton's proposed changes to the consensus definition of test validity based on a representational measurement theory. She also comments on the concept involved in definition and the meaning of construct validity in the context of evidence-based approach to test interpretations and outcomes uses.

The article presents the author's views on the issues related to the consensus definition of validity in educational and psychological measurement and assessment in the U.S. in response to the commentaries to his focus article within the issue. He identifies important arguments involved in test validity, concepts, and interpretations in light of his proposed clarifications of the consensus definition. He also notes the conceptual and practical difficulties in the iteration of validity theory.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He focuses on the issues identified by Newton in the clarifications of the inconsistencies in test validity and measurement interpretations in an open discourse. He also looks at the conceptual and practical difficulties in defining and measuring validity and the consequences of the idea of binary procedural validation.

The article presents the author's view on the article "Clarifying the Consensus Definition of Validity," by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the context of informal argument in the U.S. He argues that the concepts of evidentiary reasoning and informal argument address the issues identified by Newton. He also notes his disagreement with the idea of defining validity as a binary judgment to justify interpretations.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He comments on the issue of concept validity in the context of test employment and measurement interpretation and the lack of consistency and clarity in the test validity theory. He also notes the idea of the concept construct and the distinction between the concept and the referent in measuring validity.

The 1999 Standards for Educational and Psychological Testing defines validity as the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests. Although quite explicit, there are ways in which this definition lacks precision, consistency, and clarity. The history of validity has taught us that ambiguity risks oversimplification, misunderstanding, inadequate validation, and the inevitable potential for inappropriate interpretation and use of results. This article identifies ways in which the spirit of the Standards can be clarified, with the intention of reducing these risks. The article provides an elaboration of the consensus definition, invoking a narrow, technical sense of validity, unique to the professions of educational and psychological measurement and assessment; an assessment-based decision-making procedure is valid if the argument for interpreting assessment outcomes (under stated conditions and in terms of stated conclusions) as measures of the attribute entailed by the decision is sufficiently strong. [ABSTRACT FROM AUTHOR]

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment (EPMA) in the U.S. He commends Newton for his efforts to address the issues concerning the clarification and precision in the concept of test validity. He looks at the inherent difficulties of the constructs and attributes in test validity and the standards of EPMA argumentation, evidence rules, and procedural validation practice.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He comments on the idea of the problematic concept of construct validity to provide clarity in the consensus definition of test validity and its role in assessment. He also notes the methods of theory validation and suggests that efforts to clarify the definition of validity should be considered based on theory validation.

The article presents the authors' view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. They comment on the notion of epistemic iterations in evaluating development in defining the validity concept. They also look at the aspects of a consensus definition of test validity identified by Newton to provide clarifications and its implications for measurement interpretations and procedural validity practice.

The author discusses an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He comments on the aspects of Newton's assertions including the distinction between constructs and attributes in validity, the conceptual link between a decision and an attribute, and the rejection of validity and validation. He also notes the difficulties in measuring attributes entailed by a decision based on test interpretations and uses.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He comments on Newton's argument on test validity theory and test score interpretations and discusses the issues concerning the implications for the scientific validity conceptions. He also looks at the importance of the test validity and its psychometric concept for measurement interpretations.

The authors discuss the article "Clarifying the Consensus Definition of Validity," by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. They comment on the test theory as a factor in abstract-test validity, the implications of the evidence-centered design work in test interpretation and uses, and the variation between reliability and validity. They also note the need for adequate actions in justifying test interpretations.

The article presents the author's view on an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment (EPMA) in the U.S. He comments on the measurement concept involved in defining test validity, the meaning of construct, and the viability of imposing validity definition. He suggests that more clarity on the use of the term construct in assessment validity is needed to promote better EPMA professional discourse and validation practice.

The article presents the author's view on an analysis by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment (EPMA) and the shared responsibility of EPMA professionals and users in ensuring its validity in the U.S. He explores various situations in education to seek clarity in test validity, functions, and interpretation. He also looks at the factors involved in assessment including teachers, test providers, and users of the test outcomes.

The authors discuss an article by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. They provide an applied perspective related to the proposed changes to the definition of validity, the issues and implications for validity research studies, and the development in test validation practice. They also look at the issues concerning the validity of interpretations and uses of test outcomes to promote validation consistency.

The current study represents an examination of the construct validity of the Wechsler Test of Adult Reading (WTAR) among a sample of U.S. military veterans referred for outpatient neuropsychological evaluation that included a measure of negative response bias, namely, the Test of Memory Malingering (TOMM). This retrospective data analysis examined the relationship between the WTAR and measures of current verbal general intellectual function and current cognitive skills. Findings showed that, among patients passing the TOMM (N = 98), WTAR scores were most highly correlated with current verbal IQ but also showed significant correlations with verbal memory and lesser, but still significant, correlations with measures of visual-spatial memory. Discriminant validity for the WTAR was also shown among the group passing the TOMM in the sense that the WTAR, which is designed to measure verbal premorbid general intellectual skill, was not as highly correlated with measures of learning and memory as was a measure of current verbal general intellectual skill. Whereas scores on most study measures did significantly differ between the groups that passed versus failed the TOMM (N = 26), scores on the WTAR did not, suggesting that the WTAR may remain robust even in the face of suboptimal effort. [ABSTRACT FROM AUTHOR]

In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K-12. This framework is modeled after one previously delineated by Willingham et al. (1988), which was developed to guide research on students with disabilities. In this framework for research on ELLs, there are eight indicators of test comparability. Five of these indicators are measures of score comparability, while three indicators are measures of task comparability. To date, research has been conducted on six of the indicators of test comparability for content assessments taken by ELLs. For these indicators, findings from representative studies are summarized. For the remaining two indicators of test comparability for which no published research currently exists, I describe the types of research studies that are necessary to gather evidence to evaluate the comparability of content assessments for ELLs. [ABSTRACT FROM AUTHOR]

Background: Validity is a central concern in any assessment, though this has often not been made explicit in the UK assessment context. This article applies current validity theorising, largely derived from American formulations, to national curriculum assessments in England. Purpose: The aim is to consider validity arguments in relation to the multiple purposes which national curriculum assessments serve. This is because validity is now understood in terms of how the test results are interpreted and used. Multiple purposes mean multiple uses of the results, each requiring justification. Sources of evidence: A validity framework for national curriculum assessments is presented which is organised around purposes, fitness-for-purpose, reliability and the interpretation and impact of the results. Current tests are evaluated against this framework. Main argument and conclusions: The analysis finds the national test regime successfully meets some of the common threats to validity. The main concerns are about the multiple high-stakes purposes for which the tests are used and their impact on teaching and learning. Some alternative approaches are then considered, which could reduce the burden of interpretation which the tests currently bear. [ABSTRACT FROM AUTHOR]

Few standardized assessments exist for children living in the United States who are Hispanic/Latino. This study reports the Spanish translation process for the Preschool Activity Card Sort (PACS), which is a measure of participation in preschool children, and examines content, construct, and concurrent validity. Methods of verifying accuracy of translation included expert review and back translation and supported content validity of the Tarjetas de Actividades Preescolares (TAP). Subsequently, a sample of 37 parents of children between 3 and 6 years of age completed the PACS/TAP by structured interview. Twenty-six parents were Spanish speaking, and 11 were English speaking. A comparison of reported participation by Spanish- and English-speaking children provides initial construct validity of the TAP. Results indicate that the TAP differentiates among children of recent immigrants as compared to preschoolers who were born in the United States on domains of sell-care, high and low demand leisure, and educational activities. Results emphasize the importance of considering sociocultural influences when assessing participation. PACS/TAP scores were moderately correlated with Pediatric Evaluation of Disability Inventory scores for the self-care domain, but did not correlate with the mobility or social function domains. The PACS/TAP appears to provide a useful means of understanding preschoolers' participation. Future research is needed to further establish the validity of this assessment. [ABSTRACT FROM AUTHOR]

This study explores the predictive validity of GMAT® scores for predicting performance in graduate management programs outside the United States. Results suggest that the validity estimates based on the combination of GMAT® scores were about a third of a standard deviation higher for non-U.S. programs compared with existing data on U.S. programs. There also appeared to be differences for separate GMAT® sections such that verbal and writing scores had higher validity estimates for non-U.S. programs, but the validity estimates for quantitative scores were higher for U.S. programs. By meta-analytically combining data for more than 1,200 cases across six Western European programs, this study was able to explore the predictive validity of GMAT® scores for students with differing backgrounds, including gender, educational background, native language, and citizenship. The analyses show that predictive validity differences among groups have only a small impact on academic performance measured by grades. [ABSTRACT FROM AUTHOR]

The No Child Left Behind Act has made a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments to validly measure the ELL students' English language proficiency (ELP). Although states have moved rapidly to meet these requirements, they face challenges to validate their current assessment and accountability systems for ELL students, partly because of the lack of resources. Considering the significant role of assessments in guiding decisions about organizations and individuals, it is of paramount importance to establish a valid assessment system. With the purpose of providing an overview to critical issues in validating the use of ELP assessments, this article reviews validity framework, key issues to consider in validating the ELP assessment system, and the current status of practice relative to validating ELP assessment. [ABSTRACT FROM AUTHOR]

In the United States, when English language learners (ELLs) are tested, they are usually tested in English and their limited English proficiency is a potential cause of construct-irrelevant variance. When such irrelevancies affect test scores, inaccurate interpretations of ELLs' knowledge, skills, and abilities may occur. In this article, we review validity issues relevant to the educational assessment of ELLs and discuss methods that can be used to evaluate the degree to which interpretations of their test scores are valid. Our discussion is organized using the five sources of validity evidence promulgated by the Standards for Educational and Psychological Testing. Technical details for some validation methods are provided. When evaluating the validity of a test for ELLs, the evaluation methods should be selected so that the evidence gathered specifically addresses appropriate test use. Such evaluations should be comprehensive and based on multiple sources of validity evidence. [ABSTRACT FROM AUTHOR]