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5. Remote-Use Applications of the ALSFRS-R Clinical Outcome Assessment Tool: A Scoping Review

Author

Bhushan, Nivedita L., primary, Romano, Carla DeMuro, additional, Gras-Najjar, Julie, additional, Reno, Jenna, additional, Rockwood, Nicholas, additional, Quattrone, Wes, additional, Adams, Elizabeth Troutman, additional, Kelly, Bridget, additional, McLeod, Lori, additional, Bhavnani, Sanjeev P., additional, Bocell, Fraser D., additional, Campbell, Michelle, additional, Kontson, Kimberly, additional, Reasner, David, additional, Zhang, Caiyan, additional, and Retzky, Sandra, additional

Published
2024
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8. Best (but oft-forgotten) practices: expressing and interpreting associations and effect sizes in clinical outcome assessments 1

Author

McLeod, Lori D, Cappelleri, Joseph C, and Hays, Ron D

Subjects
Biomedical and Clinical Sciences, Clinical Sciences, Nutrition, Humans, Outcome Assessment, Health Care, Research Design, clinical outcome assessment, effect size, interpretation, minimally important difference, patient-reported outcome, Engineering, Medical and Health Sciences, Nutrition & Dietetics, Clinical sciences, Nutrition and dietetics
Abstract

This article reviews methods used to facilitate the interpretation and evaluation of group-level differences in clinical outcome assessments. These methods complement and supplement tests of statistical significance. Examples, including studies in nutrition, are used to illustrate the application of the interpretation methods for group-level comparisons from experimental or observational studies. In addition, specific pitfalls of evaluating change in meta-analysis studies are described. A set of recommendations is provided. This review is intended as an introduction for the novice and as a refresher for the experienced researcher.

Published
2016

9. Measuring “What Matters Most™” to individuals living with Alzheimer’s disease and care partners: A conceptual model of Alzheimer’s Disease

Author

Romano, Carla (DeMuro), primary, Slota, Christina, additional, Bratlee‐Whitaker, Emily, additional, Edwards, Teresa, additional, Herring, William L, additional, McLeod, Lori, additional, Callahan, Leigh F, additional, Bullok, Kristin E, additional, Raimundo, Karina, additional, Taylor, James, additional, Taylor, Geri, additional, Kremer, Ian N., additional, Lappin, Debra, additional, Frangiosa, Theresa, additional, Goss, Diana, additional, Gnanasakthy, Kajan, additional, Comer, Meryl, additional, Monks, Doreen, additional, Paulsen, Russ, additional, Hartry, Ann, additional, and DiBenedetti, Dana B, additional

Published
2023
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16. Final Report: LSAC Skills Analysis. Law School Task Survey. LSAC Research Report Series.

Author

Law School Admission Council, Newtown, PA., Luebke, Stephen W., Swygert, Kimberly A., McLeod, Lori D., Dalessandro, Susan P., and Roussos, Louis A.

Abstract

The Law School Admission Council (LSAC) Skills Analysis Survey identifies the skills that are important for success in law school. This information provides validity evidence for the current Law School Admission Test (LSAT) and guides the development of new test items and test specifications. The key question of the survey is "what academic tasks are fundamental to success in law school courses?" The survey asked law school faculty and students to rate the importance of 57 law school tasks in 14 skill-related categories as "highly,""moderately," or "somewhat" important or not important/not applicable for traditional first-year courses or upper division courses. There were 3,525 respondents from 41 law schools, of whom 457 were faculty members. Results show that students and faculty generally judged the most important tasks in most of the law school courses to involve Reading, Analyzing Cases or Legal Problems, Reasoning, Constructing Arguments, Problem Solving, Time Management, Listening, and Writing. Faculty judged Normative Thinking Tasks to have a similar degree of importance, but students ranked them somewhat lower. Reasoning tasks were not judged as important for success in most law school courses, although they were judged to be important for some courses. An appendix contains the survey. (Contains 15 figures and 3 references.) (SLD)

Published
2003

18. The Validity of Law School Admission Test Scores for Repeaters: A Replication. LSAT Technical Report. LSAC Research Report Series.

Author

Law School Admission Council, Newtown, PA., Dalessandro, Susan P., and McLeod, Lori D.

Abstract

The fair and accurate treatment of multiple test scores for law school applicants who take the Law School Admission Test (LSAT) more than one time is the focus of this study. The study reexamines the differential validity and predictive accuracy of the different test scores that are presented by repeat test takers. The study includes U.S. law schools that participated in the Law School Admission Council correlation studies in 1996 and 1997. Data are for 152 schools. The study also includes descriptive data comparing repeat test takers with those who only took the LSAT once. The data in this and previous studies underscore the need to consider individual circumstances when evaluating scores for repeat test takers. Although the aggregate statistics confirm that, overall, using the average score for repeaters provides more accurate prediction of first-year grades, there are individual test takers for whom this is not the case. There are also examples in which one of the other score options would provide more accurate information about an individual applicant. In some instances, the initial score provides the best prediction of first-year law school student performance. In other cases, the initial score does not reflect the ability of the test taker accurately, and the test taker has chosen to repeat the test to obtain a more accurate representation of his or her ability. If a general rule that is most fair to the majority of law school applicants, the data continue to support the recommendation to use the average score. However, score users need to be sensitive to individual differences. (SLD)

Published
1999

19. Detecting Items That Have Been Memorized in the Computerized Adaptive Testing Environment.

Author

McLeod, Lori D. and Schnipke, Deborah L.

Abstract

Because scores on high-stakes tests influence many decisions, tests need to be secure. Decisions based on scores affected by preknowledge of items are unacceptable. New methods are needed to detect the new cheating strategies used for computer-administered tests because item pools are typically used over time, providing the potential opportunity for test takers to share items with future test takers. Because of the serious ramifications of accusing someone as being a user of item preknowledge (or "cheater"), it may be more useful for operational computer-administered test developers to focus on item security rather than the behavior of individual test takers. This research explores the development and use of a fit index to detect items that have been memorized so that these items may be removed from the item pool, while leaving secure items in the pool. The results from this initial simulation for the developed Bayesian posterior log odds ratio index are promising. It is hoped that this work and future work will enable testing programs to determine more effectively how long to leave an item pool (or specific items) in the field. (Contains four tables, five figures, and five references.) (Author/SLD)

Published
1999

20. A Bayesian Method for the Detection of Item Preknowledge in CAT. Law School Admission Council Computerized Testing Report. LSAC Research Report Series.

Author

Law School Admission Council, Princeton, NJ., McLeod, Lori D., Lewis, Charles, and Thissen, David

Abstract

With the increased use of computerized adaptive testing, which allows for continuous testing, new concerns about test security have evolved, one being the assurance that items in an item pool are safeguarded from theft. In this paper, the risk of score inflation and procedures to detect test takers using item preknowledge are explored. When test takers use preknowledge of items, their item responses may deviate from the underlying item response theory (IRT) model, and estimated abilities may be inflated. This deviation may be detected through the use of person-fit indices. A Bayesian posterior log odd ratio index is proposed for detecting the use of item preknowledge. In this approach to person-fit, the estimated probability that each test taker has preknowledge of items is updated after each item response. These probabilities are based on IRT parameters, a model specifying the probability that each item has been memorized, and the test takers item responses. Simulations based on an operational computerized adaptive test pool were used to demonstrate the risk of item preknowledge to test security and the use of the odds ratio index. An appendix discusses the three classes of models used in the study. (Author/SLD)

Published
1999

40. Health related quality of life in adults with hypoparathyroidism in an exploratory analysis of the phase 2 PaTH forward trial of TransCon PTH

Author

Palermo, Andrea, primary, Vokes, Tamara J, additional, Khan, Aliya, additional, Rubin, Mishaela, additional, Schwarz, Peter, additional, Clarke, Bart L, additional, Eriksen, Erik, additional, Marcocci, Claudio, additional, Pagotto, Uberto, additional, Tsourdi, Elena, additional, Sikjaer, Tanja, additional, Brod, Meryl, additional, Mcleod, Lori, additional, Markova, Denka, additional, Noori, Wahidullah, additional, Eng, Walter Frank, additional, Shu, Aimee, additional, and Smith, Alden, additional

Published
2022
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41. ISOQOL recommends minimum standards for patient-reported outcome measures used in patient-centered outcomes and comparative effectiveness research

Author

Reeve, Bryce B., Wyrwich, Kathleen W., Wu, Albert W., Velikova, Galina, Terwee, Caroline B., Snyder, Claire F., Schwartz, Carolyn, Revicki, Dennis A., Moinpour, Carol M., McLeod, Lori D., Lyons, Jessica C., Lenderking, William R., Hinds, Pamela S., Hays, Ron D., Greenhalgh, Joanne, Gershon, Richard, Feeny, David, Fayers, Peter M., Cella, David, Brundage, Michael, Ahmed, Sara, Aaronson, Neil K., and Butt, Zeeshan

Published
2013

45. Detecting Item Memorization in the CAT Environment.

Author

McLeod, Lori Davis and Lewis, Charles

Abstract

Evaluated procedures applying person-fit indices to identify individuals who had previously memorized test items in computerized adaptive-testing situations. All of the indices studied showed little power to detect the use of memorization. Discusses possibilities for altering a test when the model becomes inappropriate for an examinee. (SLD)

Published
1999

46. On the Relationship between the Higher-Order Factor Model and the Hierarchical Factor Model.

Author

Yung, Yiu-Fai, Thissen, David, and McLeod, Lori D.

Abstract

Explores the relationship between the higher-order factor model and the hierarchical factor model and shows that the Schmid-Leiman transformation process (J. Schmid and J. Leiman, 1957) produces constrained hierarchical factor solutions. Shows that the two models are not mathematically equivalent unless appropriate direct effects are added. (SLD)

Published
1999

48. Projecting the NAEP Scale: Results from the North Carolina End-of-Grade Testing program.

Author

Williams, Valerie S. L., Rosa, Kathleen Rees, McLeod, Lori D., Thissen, David, and Sanford, Eleanor E.

Abstract

Uses data from the North Carolina End-of-Grade test of eighth-grade mathematics to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Uses linear regression models to develop projection equations to predict state NAEP results. (SLD)

Published
1998

49. Secukinumab improves patient-reported psoriasis symptoms of itching, pain, and scaling: results of two phase 3, randomized, placebo-controlled clinical trials

Author

Strober, Bruce, Sigurgeirsson, Bárur, Popp, Georg, Sinclair, Rodney, Krell, James, Stonkus, Sigitas, Septe, Marcis, Elewski, Boni E., Gottlieb, Alice B., Zhao, Yang, Tran, Mary H., Karpov, Alexander, McLeod, Lori D., Mordin, Margaret, Papavassilis, Charis, Nyirady, Judit, and Lebwohl, Mark

Published
2016
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