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This study is an investigation of the validity of the Online Test Anxiety Inventory (OΝ‐TAI) for adult students. The scale contained the 20 items of the Test Anxiety Inventory (Spielberger, 1980), together with five computer anxiety items, all rephrased so as to pertain to online test anxiety. The scale was administered to a large sample of Greek and Cypriot postgraduate students and Rasch measurement was used for the investigation of its psychometric properties. After original analyses, one of the computer anxiety items was removed, leaving the final instrument with a total of 24 items. Results showed that the scale is unidimensional thus supporting that computer anxiety can indeed be considered a component of online test anxiety. All evidence collected supports the high degree of construct validity of the scale. Furthermore, results verify that the 4‐point scale used is optimal. Additional research, with adult student populations from other countries, with the use of the OΝ‐TAI is suggested for the purpose of broader use. [ABSTRACT FROM AUTHOR]

Abstract: Many researchers use Cronbach's alpha to demonstrate internal consistency, even though it has been shown numerous times that Cronbach's alpha is not suitable for this. Because the intention of questionnaire and test constructers is to summarize the test by its overall sum score, we advocate summability, which we define as the proportion of total test variation that is explained by the sum score. This measure is closely related to Loevinger's H. The mathematical derivation of summability as a measure of explained variation is given for both scale and dichotomously scored items. Using computer simulations, we show that summability performs adequately and we apply it to an existing productive vocabulary test. An open‐source tool to easily calculate summability is provided online ( https://sites.google.com/view/summability). [ABSTRACT FROM AUTHOR]

In the lead article, Davenport, Davison, Liou, & Love demonstrate the relationship among homogeneity, internal consistency, and coefficient alpha, and also distinguish among them. These distinctions are important because too often coefficient alpha--a reliability coefficient--is interpreted as an index of homogeneity or internal consistency. We argue that factor analysis should be conducted before calculating internal consistency estimates of reliability. If factor analysis indicates the assumptions underlying coefficient alpha are met, then it can be reported as a reliability coefficient. However, to the extent that items are multidimensional, alternative internal consistency reliability coefficients should be computed based on the parameter estimates of the factor model. Assuming a bifactor model evidenced good fit, and the measure was designed to assess a single construct, omega hierarchical--the proportion of variance of the total scores due to the general factor--should be presented. Omega--the proportion of variance of the total scores due to all factors--also should be reported in that it represents a more traditional view of reliability, although it is computed within a factor analytic framework. By presenting both these coefficients and potentially other omega coefficients, the reliability results are less likely to be misinterpreted. [ABSTRACT FROM AUTHOR]

I discuss the contribution by Davenport, Davison, Liou, & Love (2015) in which they relate reliability represented by coefficient α to formal definitions of internal consistency and unidimensionality, both proposed by Cronbach (1951). I argue that coefficient α is a lower bound to reliability and that concepts of internal consistency and unidimensionality, however defined, belong to the realm of validity, viz. the issue of what the test measures. Internal consistency and unidimensionality may play a role in the construction of tests when the theory of the attribute for which the test is constructed implies that the items be internally consistent or unidimensional. I also offer examples of attributes that do not imply internal consistency or unidimensionality, thus limiting these concepts' usefulness in practical applications. [ABSTRACT FROM AUTHOR]

Objective: The six items of the clinician-administrated Hamilton Depression Scale (HAM-D6) cover the core items of depressive states reflecting the antidepressive effect of medication. In this study, the two self-reported versions of the HAM-D6 have been psychometrically validated to ensure the unidimensionality of this administration form in patients with mild-to-moderate depression. Method: The item response theory analysis of Mokken was used to test the unidimensionality of both the Interactive Voice Recording System (IVRS) version of the HAM-D6 and a paper-and-pencil self-reported version (S-HAM-D6). Patients with typical major depression and with seasonal affective disorder were included. Results: The Mokken analysis showed that the two self-reported versions of the HAM-D6 obtained coefficients of homogeneity above 0.40, similar to the clinician-rated HAM-D6 and thus implying unidimensionality. By contrast, the full HAM-D17 versions (self-reported as well as clinician-rated) obtained coefficients of homogeneity below 0.40, implying that the HAM-D17 is a multidimensional scale. Conclusion: The analysis show that both the IVRS version and the S-HAM-D6 version are unidimensional self-rating scales for the measurement of depressive states. [ABSTRACT FROM AUTHOR]

The knee injury and Osteoarthritis Outcome Score (KOOS), based on the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), is widely used to evaluate subjective outcome in anterior cruciate ligament (ACL) reconstructed patients. However, the validity of KOOS has not been assessed using Rasch analysis. The objective of this study was to evaluate the viability of KOOS as an outcome measure for ACL reconstruction using the partial credit Rasch model. Rasch analysis was applied to 200 KOOS questionnaires completed by patients consecutively tested 20 weeks after ACL reconstruction and subsequent rehabilitation. Rasch analysis showed that of the five proposed subscales in KOOS, only knee-related quality of life (QoL) and sport and recreational related function (Sport/Rec) fulfilled the criteria of a unidimensional measurement scale when applied to these patients. The three subdomains in KOOS extracted from WOMAC did not fulfill these criteria. While the content of KOOS appears to be relevant for knee patients, the psychometric measurement properties of KOOS are insufficient for use on patients 20 weeks subsequent to ACL reconstruction. A new knee measure targeted for these patients could be developed based on the content of KOOS. This study demonstrates that knee measurement instruments constructed for a specific condition cannot necessarily be used on patients with other similar conditions. [ABSTRACT FROM AUTHOR]

The article discusses the development of Higher Education Performance-only, the new measuring instrument of service quality that brings the real factors of service quality within the higher education sector. Such instrument has been tried for unidimensionality, reliability and validity using the exploratory and confirmatory factor analysis. The instrument was developed since higher education is being urged by the increased commercial competition resulting from economic forces.

This article is written in response to the article published in issue 39.3 of this journal, in November 2005, on the nature of the Key Stage 2 National Curriculum reading tests: ‘Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions’ by Anne Kispal of the National Foundation for Educational Research. It argues that, far from providing a valid and rewarding assessment experience for pupils as Kispal suggests, the primary English tests at the end of KS2 are invalid as a measuring instrument and are having a damaging effect on pedagogy. The tests and the information on them provided by the Qualifications and Curriculum Agency are based on a misleading unidimensional conception of reading literacy attainment. Because the test assessment simply adds together marks achieved for very different cognitive skills, it propagates a dysfunctional model of literacy pedagogy that conflates and confuses two separate developmental trajectories – word reading and text comprehension. The article goes on to argue that the unidimensionality of the national tests and their pedagogic apparatus has constricted the primary English curriculum in ways that are damaging for young pupils and for the national need for creativity and enterprise. [ABSTRACT FROM AUTHOR]

From carbon-based organic molecules to body plans and thought, most living beings are built on linear structures that can be adequately described by unidimensional variables. Among known physical phenomena, electrical polarization is identified as a possible mechanism that assembles ordinary atoms into linear structures. Morphodynamics then is the general theory that predicts the statistical properties of systems made of such structures. Within this theory, unidimensionality appears as the common foundation of many enigmatic features observed for evolution in life sciences, including symbolic representation at genetic or mental levels, even consciousness and boundless innovation. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]