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Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we present four statistical approaches for analysing data from classroom observations: Factor analysis, Rasch modelling, latent class or profile analysis, and formative measurement models. Each statistical model conceptualises the latent variable differently, which may or may not align with the observation rubric's conceptualisation of teaching quality. We discuss the differences across these models, focusing on the alignment between the rubric's conceptualisation of teaching quality and the model's modelling of the latent variable. We discuss the need to align model selection with observation rubric so that the measured teaching quality reflects the theoretically conceptualised teaching quality. [ABSTRACT FROM AUTHOR]

The goal of this study was to examine critical thinking skills on the topic of climate change. This study is quantitative in nature. The information was gathered by creating a 30-question test to assess the ability to think critically about climate change. Respondents were 52 physics education students from one of Tasikmalaya's campuses. Winstep software version 4.00 was utilized for data analysis. Rasch modeling was employed in this investigation. The results of the Rasch modeling study show a value of 0.38 for person reliability and 0.91 for item reliability, indicating that the instrument items manufactured are dependable. The raw variance value of 23.4% suggests that the standards for dichotomous data construct validity are met. The separation value of 3.15 supports this. It suggests that this item has a good answer distribution and can assess critical thinking skills on the topic of climate change. As a result, it can be used for study.

Abstract Background Accurate and precise measures of health literacy (HL) is supportive for health policy making, tailoring health service design, and ensuring equitable access to health services. According to research, valid and reliable unidimensional HL measurement instruments explicitly targeted at young people (YP) are scarce. Thus, this study aims at assessing the psychometric properties of existing unidimensional instruments and developing an HL instrument suitable for YP aged 16–25 years. Methods Applying the HLS19-Q47 in computer-assisted telephone interviews, we collected data in a representative sample comprising 890 YP aged 16–25 years in Norway. Applying the partial credit parameterization of the unidimensional Rasch model for polytomous data (PCM) and confirmatory factor analysis (CFA) with categorical variables, we evaluated the psychometric properties of the short versions of the HLS19-Q47; HLS19-Q12, HLS19-SF12, and HLS19-Q12-NO. A new 12-item short version for measuring HL in YP, HLS19-YP12, is suggested. Results The HLS19-Q12 did not display sufficient fit to the PCM, and the HLS19-SF12 was not sufficiently unidimensional. Relative to the PCM, some items in the HLS19-Q12, the HLS19-SF12, and the HLS19-Q12-NO discriminated poorly between participants at high and at low locations on the underlying latent trait. We observed disordered response categories for some items in the HLS19-Q12 and the HLS19-SF12. A few items in the HLS19-Q12, the HLS19-SF12, and the HLS19-Q12-NO displayed either uniform or non-uniform differential item functioning. Applying one-factorial CFA, none of the aforementioned short versions achieved exact fit in terms of non-significant model chi-square statistic, or approximate fit in terms of SRMR ≤ .080 and all entries ≤ .10 that were observed in the respective residual matrix. The newly suggested parsimonious 12-item scale, HLS19-YP12, displayed sufficiently fit to the PCM and achieved approximate fit using one-factorial CFA. Conclusions Compared to other parsimonious 12-item short versions of HLS19-Q47, the HLS19-YP12 has superior psychometric properties and unconditionally proved its unidimensionality. The HLS19-YP12 offers an efficient and much-needed screening tool for use among YP, which is likely a useful application in processes towards the development and evaluation of health policy and public health work, as well as for use in clinical settings.

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Elodie de Bock,1 Kevin Dolgin,2 Léa Kombargi,2 Benoit Arnould,1 Tanguy Vilcot,1 Guillaume Hubert,2 Marie-Eve Laporte,3 Lydiane Nabec,4 Gérard Reach5 1Patient Centred Outcomes, ICON plc, Lyon, France; 2Observia, Paris, France; 3IAE Paris - Sorbonne Business School, Université Paris 1 Panthéon-Sorbonne, Paris, France; 4Université Paris-Saclay, RITM (Réseaux, Innovation, Territoire et Mondialisation), Paris, France; 5Health Education and Practices Laboratory (LEPS), Sorbonne Paris-Nord University, Bobigny, FranceCorrespondence: Elodie de Bock, ICON plc, 27 rue de la Villette, Lyon, 69003, France, Tel + 33 472 13 59 81, Email Elodie.deBock@iconplc.comPurpose: The SPUR (Social, Psychological, Usage and Rational) Adherence Profiling Tool is a recently developed adaptive instrument for assessing key patient-level drivers for non-adherence. This study describes the SPUR questionnaire’s finalization and psychometric evaluation.Patients and Methods: Data were collected through an online survey among patients with type 2 diabetes included by general practitioners and diabetologists in France. The survey included four questionnaires, SPUR and three validated adherence measures: BMQ, MARS and ACCEPT. Item-level analysis and a partial credit model (PCM) were performed to refine the response option coding of SPUR items. The final item selection of SPUR was defined using a PCM and a principal component analysis (PCA). Construct validity, concurrent validity and known-groups validity were assessed on the final SPUR questionnaire.Results: A total of 245 patients (55% men, mean age of 63 years) completed the survey remotely and were included in this analysis. Refining response option coding allowed a better discrimination of patients on the latent trait. After item selection, a short, an intermediate, and a long form composed the final SPUR questionnaire. The short form will be used to screen patients for risk and then the other forms will allow the collection of further information to refine the risk assessment and decide the best levers for action. Results obtained were supportive of the construct validity of the forms. Their concurrent validity was demonstrated: moderate to high significant correlations were obtained with BMQ, MARS and ACCEPT scores. Their known-groups validity were shown with a logical pattern of higher scores obtained for patients considered non-adherent and significant differences between the scores obtained for patients considered adherent versus non-adherent.Conclusion: SPUR is a valid tool to evaluate the risk of non-adherence of patients, allowing effective intervention by providing insights into the respective individual reasons for lack of adherence.Keywords: digital questionnaire, non-adherence drivers, psychometric validation, Rasch modelling

Introduction: In the absence of a standardized tool that measures the Mathematical reflective thinking of Filipino Senior High School (SHS) learners in meeting the requirements of 21st century learning, this study proposes a scale which covers the entire problem-solving process, self-reflection, mastery, feedback, and realization. These factors indicate areas on how reflection is activated based on students' actions. This study is helpful in measuring and controlling the degree of possessing the reflective thinking skill and in the subject of planning research studies for development. This Mathematical Reflective Thinking Scale (MRTC) assists the teachers in determining on which step of the problem solving do their students experience difficulty on, what type of reflective habits they have and evaluating within the framework of scale dimensions, whether or not students possess any selfreflection, mastery, reasoning, questioning, evaluation, realization, and feedback habits and in designing instructional strategies. Objectives: The study analyses the psychometric properties of the MRTC for Filipino SHS students employing the Rasch Model to provide a baseline reference in prescribing standardized tools in meeting 21st century learning. Methods: The study employed descriptive-survey using the partial-credit Rasch Model analysis to evaluate the reliability and validity of MRTS for Filipino SHS. The participants of the study were 768 students coming from 47 SHS from the three major islands of the Philippines which are Luzon, Visayas and Mindanao, and they were selected using stratified-random sampling. Results: Using a partial-credit Rasch modelling (Winsteps), the findings revealed that the new instrument was determined to be largely psychometrically sound, although two problematic items were also noted as reasons for further refinement. The study also evaluated the significance of several parameters as determined by the MRTS. items in contributing to students' reflective thinking in dealing with Mathematics problem-solving. Conclusions: Finally, the proposed standardized tool is expected to contribute to the work of various stakeholders in Mathematics education in achieving quality basic education in the Philippines through the development of critical thinking and problem solving as reflective thinking skills to learners which facilitate reflective learning. [ABSTRACT FROM AUTHOR]

The early years of school, when a child is only learning to read, are critically important for later development and learning. Cross-cultural comparative assessments of reading literacy provide a rich source of data for researchers, practitioners and politicians on the opportunities and prospects of early childhood development in different countries, circumstances and contexts. There are few publications of this sort available, and none of them has involved Russian-speaking children on entry to school so far. Data obtained using two language versions of the International Performance Indicators in Primary Schools (iPIPS) on representative samples of first-graders from the Republic of Tatarstan and Scotland is used to compare the early reading assessment results between children starting school in countries with linguistic, cultural, and school entry age differences. Two studies are conducted to analyze the possible methods of comparing assessment results of children from different countries in the absence of a common measurement scale. The first study uses the rank-ordering method to establish a correspondence between the levels of reading literacy among Russian- and English-speaking children by expert judgment. In the second study, the obtained model of literacy levels is used to establish the cut-off scores (benchmarks) of student assessment outcomes.

We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven official languages, English, Afrikaans, and isiXhosa. In-service teachers (n = 109) from 112 schools in the Western Cape Province completed the ADHD-BRS for 1 771 Grade One children (female = 50%; median age = 7.39 years). Rasch analysis and Confirmatory factor analysis (CFA) results indicated evidence for the validity of the ADHD-BRS scores. There was evidence that the language of learning and teaching (LoLT) groups differed enough to require separate analysis. Regardless of language or sex, higher scores on inattention predicted lower reading and numeracy scores across groups. [ABSTRACT FROM AUTHOR]

Abstract Background The European Health Literacy Survey Questionnaire (HLS-EU-Q47) is widely used in assessing health literacy (HL). There has been some controversy whether the comprehensive HLS-EU-Q47 data, reflecting a conceptual model of four cognitive domains across three health domains (i.e. 12 subscales), fit unidimensional Rasch models. Still, the HLS-EU-Q47 raw score is commonly interpreted as a sufficient statistic. Combining Rasch modelling and confirmatory factor analysis, we reduced the 47 item scale to a parsimonious 12 item scale that meets the assumptions and requirements of objective measurement while offering a clinically feasible HL screening tool. This paper aims at (1) evaluating the psychometric properties of the HLS-EU-Q47 and associated short versions in a large Norwegian sample, and (2) establishing a short version (HLS-Q12) with sufficient psychometric properties. Methods Using computer-assisted telephone interviews during November 2014, data were collected from 900 randomly sampled individuals aged 16 and over. The data were analysed using the partial credit parameterization of the unidimensional polytomous Rasch model (PRM) and the ‘between-item’ multidimensional PRM, and by using one-factorial and multi-factorial confirmatory factor analysis (CFA) with categorical variables. Results Using likelihood-ratio tests to compare data-model fit for nested models, we found that the observed HLS-EU-Q47 data were more likely under a 12-dimensional Rasch model than under a three- or a one-dimensional Rasch model. Several of the 12 theoretically defined subscales suffered from low reliability owing to few items. Excluding poorly discriminating items, items displaying differential item functioning and redundant items violating the assumption of local independency, a parsimonious 12-item HLS-Q12 scale is suggested. The HLS-Q12 displayed acceptable fit to the unidimensional Rasch model and achieved acceptable goodness-of-fit indexes using CFA. Conclusions Unlike the HLS-EU-Q47 data, the parsimonious 12-item version (HLS-Q12) meets the assumptions and the requirements of objective measurement while offering clinically feasible screening without applying advanced psychometric methods on site. To avoid invalid measures of HL using the HLS-EU-Q47, we suggest using the HLS-Q12. Valid measures are particularly important in studies aiming to explain the variance in the latent trait HL, and explore the relation between HL and health outcomes with the purpose of informing policy makers.

Abstract Background Over the recent past, there has been an increase in nutrition information available to adolescents from various sources, which resulted into confusion and misinterpretation of the dietary advice. Results from international assessment frameworks such as PISA and TIMMS reflect the need for adolescents to critically appraise health information. While a number of scales measuring the critical health literacy of individuals exist; very few of these are devoted to critical nutrition literacy. More so, these scales target individuals with an advanced level of nutrition education, often gaging their proficiency in information appraisal in relation to principles of evidence-based medical research. The purpose of the present study was to examine the psychometric properties of a newly developed critical nutrition literacy scale (CNL-E) measuring adolescents’ perceived proficiency in ‘critically evaluating nutrition information from various sources’. Methods During spring 2015, more than 1600 tenth graders aged 15–16 years from approximately 60 schools in Norway responded to the five-item questionnaire using an electronic survey system. Applying Rasch analysis approach, we examined the psychometric properties of the CNL-E scale employing the RUMM2030 statistical package. To further investigate the dimensionality of the scale and test the underlying structure, we applied multidimensional Rasch modelling using the ConQuest 4 software and confirmatory factor analysis (CFA) using the Lisrel 9.30 software. Results In our sample, the CNL-E stood out as a valid, reliable and well-targeted scale with good overall fit to the partial credit parameterization of the polytomous unidimensional Rasch model (PCM). All the items were sufficiently statistically independent, had ordered response categories and showed acceptable individual fit to the PCM. No item displayed within-item bias or differential item functioning (DIF). Conclusions From the observed CNL-E sum score, it is possible to draw plausible conclusions about how individuals critically evaluate nutrition information. Efforts to improve communication of nutrition information could benefit from applying validated measures such as the CNL-E scale. The CNL-E scale provides insight into how individuals without an advanced level of nutrition education, such as adolescents, determine the validity and reliability of nutrition information from various sources.

In Australia, one of the key findings of the Teacher Education Ministerial Advisory Group was that not all graduating pre-service teachers possess adequate pedagogical content knowledge (PCK) to teach effectively. The concern is that higher education providers working with pre-service teachers are using pedagogical practices and assessments which are not informed by research. Due to its multifaceted nature, PCK is difficult to measure. In the case of mathematics PCK, some researchers have used multiple-choice questions while others use constructed-response formats depending on the specific attribute of PCK being measured. In either case, researchers need to use instruments that are appropriate to each task. This paper reports on the construction and reliability of a survey instrument used in a larger study to measure pre-service teachers' mathematics PCK. Using four stages of survey development, in addition to inter-rater agreement measures and Rasch modelling techniques, data analyzes found high levels of validity and reliability for the Mathematics Pedagogical Content Knowledge Instrument (MPCKI). [ABSTRACT FROM AUTHOR]

National tests in the natural sciences for grade 6 were carried out 2013 - 2015. One aim was to provide information about students’ scientific knowledge according to the “abilities”: communicating, exploring and explaining, as stated in the syllabus. Are these “abilities” possible and reasonable to distinguish from each other? Answers (60,000) were used for exploratory and confirmatory factor analyses and controlled for dimensionality in a Rasch model. The results show that the tests mainly capture one overall ability. It was not possible to separate the three “abilities” in a reliable way. Thus, our analyses show that dividing the test into subscales for grading the “abilities” jeopardize test validity. A more reliable option might be to let students’ strong and weak performances in relation to different parts of the syllabus compensate for each other. Lastly we discuss our results in relation to the Swedish educational legislation.

Much research intro political trust—its causes, correlates and trends—builds on the twin assumptions that trust in a wide range of political institutions is ultimately an expression of (1) a singular and (2) a cross-nationally equivalent underlying attitude. Yet, the widespread assumptions of unidimensionality and cross-national equivalence of political trust is at odds with the dominant conceptual understanding of political trust as a relational concept, driven by subjects, objects, and their interplay. This paper employs Rasch modelling as a direct, strict test of unidimensionality, equivalence and item hierarchy. We test the fit of the Rasch model on political trust items in seven widely used, cross-national surveys (World Values Survey, Afrobarometer, Arabbarometer, Asian Barometer, Eurobarometer, European Social Survey, and Latinobarometro), covering 161 national surveys in 119 countries across the globe. We find that the unidimensional specification of the Rasch model does not fit the standard political trust question batteries. Political trust is not cross-nationally equivalent; trust in specific political institutions is more than a mere indicator of an underlying attitude. This conclusion does not impede cross-national research into political trust; rather it illustrates the need for consistent robustness checks across a range of objects of political trust. Our findings open up new venues for substantive research questions on specific objects of political trust and their relationships. [ABSTRACT FROM AUTHOR]

With expanding interest in the role of solitude in healthy psychological development during adolescence, there is a need for psychometrically sound solitude measures. The aim of this study was to examine the psychometric properties of the Motivation for Solitude Scale–Short Form by evaluating its internal consistency, factor structure, and convergent and discriminant validity using a group of South African adolescents (n = 818). Results revealed satisfactory internal consistency for each of the two subscales, as well as good convergent and discriminant validity. Confirmatory factor analysis supported a two-factor higher order model as providing the best fit. The Motivation for Solitude Scale–Short Form seems to be a valid measure of motivation for solitude among South African adolescents and provides an avenue for further research on the role of solitude in adolescent well-being. [ABSTRACT FROM AUTHOR]

The European Quality of Government Index (EQI) is the only measure of institutional quality available at the regional level in the European Union. The index, published in 2010 and again in 2013, is based on an ad-hoc survey that measures three different broad aspects of governance within countries: corruption, impartiality and quality. The EQI is assessed in this paper for the first time by means of Rasch modelling, a popular Item Response Theory method. It is demonstrated that Rasch modelling allows for a wide scope of validity and consistency tests of surveys of this kind. The analysis helped strengthening the survey, and consequently the index, by highlighting areas for improvement that can be applied to future rounds of the EQI survey. For instance, it allowed for testing the questions equivalence across different countries and respondents' socio-demographic background, the validity and fit of each question's measurement scale and the internal consistency of the EQI domains of corruption, impartiality and quality. Several of the shortcomings that were highlighted by the Rasch analysis will be addressed in the upcoming round of data collection for the third edition of the EQI. The analysis is then expected to have a positive impact on improving the first measure of quality of government in the European Union regions. [ABSTRACT FROM AUTHOR]

Following previous research which showed the significance of learners' self-efficacy and dispositions towards progression in school and university transition, we developed and validated similar measures for use in modelling undergraduate students' Learning Gain (LG). We validated three dimensions of confidence using data from a sample of (mainly first year) undergraduate students in various departments of one major UK University which we call: 'confidence in learning through...' a) 'traditional university transmission pedagogy' (e.g. in lectures), b) 'social means' (e.g. working in teams), and c) 'problem solving, reflection and critical thinking'. We explored psychometric properties of these measures and then focus on their association with other perceptions of students' experience in HE and other measures of attainment. We then used these academic self-efficacy variables to inform (regression) models of LG. Finally, we discuss the prospects for measurements and modelling of LG involving dispositions and affect as well as attainment. [ABSTRACT FROM AUTHOR]

The relationship of expected and actual difficulty of items on six mathematics question papers designed for 16-year olds in England was investigated through paired comparison using experts and testing with students. A variant of the Rasch model was applied to the comparison data to establish a scale of expected difficulty. In testing, the papers were taken by 2933 students using an equivalent-groups design, allowing the actual difficulty of the items to be placed on the same measurement scale. It was found that the expected difficulty derived using the comparative judgement approach and the actual difficulty derived from the test data was reasonably strongly correlated. This suggests that comparative judgement may be an effective way to investigate the comparability of difficulty of examinations. The approach could potentially be used as a proxy for pretesting high-stakes tests in situations where pretesting is not feasible due to reasons of security or other risks. [ABSTRACT FROM AUTHOR]

Many Hong Kong-Chinese parents are active in their support for their children’s music training. To better understand this support, the Parental Involvement in Music Training Questionnaire (PIMTQ) is designed to measure the variability in parental involvement in their children’s music training. This study begins by exploring the factor structure of the PIMTQ and then establishes its measurement properties using Rasch modelling. Two hundred and ninety-five Hong Kong-Chinese parents completed a Chinese version of the 42-item instrument with principal components analysis of the responses showing seven factors. However, Rasch modelling showed that two of the five factors (Family Music Background and Family Music Interest) are unable to reliably predict variability in parent responses. We conclude, however, that the remaining five factors (Parental Support Toward Music Training, Parental Expectations, Home Music Environment, Music Programme Support and Attitude Toward Music) of the PIMTQ can be used as subscales to measure the involvement of Hong Kong-Chinese parents in their children’s music training. [ABSTRACT FROM AUTHOR]

Professional competency of sport and exercise coaches has been conceptualised differently depending on the theoretical and methodical approach taken. To date, no model of professional coaching competency has been agreed upon. The aim of this study was to develop a competency model for sport coaches drawing on well-known competency models developed in the context of teacher education and to empirically assess parts of the model. We developed an initial pool of 295 multiple choice items and administered them to a sample of 531 youths (mean age: 16.2 years) directly after they had completed the German Football Association’s (Deutscher Fußball-Bund) “Junior Coach in Schule und Verein” (Junior Coach for Schools and Clubs) training programme. Results of analyses of one-, two-, five-, and six-dimensional models by means of Rasch scaling indicate that the data are best represented by either a two- or a five-dimensional model depending on the fit criteria chosen. While content knowledge and pedagogical content knowledge are presented in the two-dimensional model, the five-dimensional model allows discrimination among football-specific content knowledge, basic content knowledge of training science, basic content knowledge of first aid and pedagogical content knowledge of planning training sessions and instructional/methodological pedagogical knowledge. Further investigation should be made into the suitability of competency models developed in the context of teacher evaluation for modelling the competency of sport coaches and into the extent to which such models can be extrapolated to various sports. [ABSTRACT FROM AUTHOR]

Debate about teacher gender balance in primary education is a constant. This debate is fuelled by recommendations to increase recruitment and retainment of males into primary education. In parallel, 10-year trend data indicate a continual decrease in male primary school teachers. Although many factors contribute to the decreasing percentage of male primary teachers, one factor is the gender-related challenges they face in their profession. Previous research has identified some of these challenges; however, a limitation of these claims is contextual and individually bound data derived from qualitative research methods. Large-scale interventions have not been realised as current trends are unable to be generalised to the wider population of male primary teachers. Thus, the aim of this paper is to expand upon previous literature through discussing the development and validation of a scale which quantifies the gender-related challenges faced by male primary teachers. [ABSTRACT FROM AUTHOR]

Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. “Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers”.Research in Education75 (1): 58–70]. One of the reasons for measuring both beliefs and practices is to characterize teachers in terms of the relationship between their beliefs and practices. However, the practice-instruments and the beliefs-instruments discussed in the literature are predominately based on differing constructs. Consequently, it is challenging to compare the relationship between beliefs and practices solely based on these instruments. As such, we argue that practice- and beliefs-instruments based on the same construct would be desirable when both beliefs and practices are at stake. This paper presents two Rasch-calibrated instruments that measure the level of teacher-centredness with respect to student teachers’ practices and beliefs about teaching mathematics. From a sample of 160 student teachers, 15 items have been established as being beneficial for measurement, both when the items are translated as practice items and when translated as beliefs items. By studying the invariance between both translations, we conclude that measures from both instruments can be directly compared. [ABSTRACT FROM AUTHOR]

Statistical literacy increasingly is considered an important outcome of schooling. There is little information, however, about appropriate expectations of students at different stages of schooling. Some progress towards this goal was made by Watson and Callingham (2005), who identified an empirical 6-level hierarchy of statistical literacy and the distribution of middle school students across the levels, using archived data from 1993-2000. There is interest in reconsidering these outcomes a decade later, during which statistics and probability has become a recognised strand of the Australian mathematics curriculum. Using a new data-set of over 7000 student responses from middle-years students in different parts of Australia during the period 2007-2009, the nature of the hierarchy was confirmed. Longitudinal analysis identified how students performed across time against the hierarchy. Suggestions are made for systems and teachers about realistic expectations for middle-years students, and possible curriculum challenges. [ABSTRACT FROM AUTHOR]

Objective: This study reports the development of the OsteoArthritis Questionnaire (OA-Quest) - a new measure designed to comprehensively capture the potentially modifiable burden of osteoarthritis.Design: Item development was guided by the a priori conceptual framework of the Personal Burden of Osteoarthritis (PBO) which captures 8 dimensions of osteoarthritis burden (Physical distress, Fatigue, Physical limitations, Psychosocial distress, Physical de-conditioning, Financial hardship, Sleep disturbances, Lost productivity). One hundred and twenty three candidate items were pretested in a clinical sample of 18 osteoarthritis patients. The measurement properties of the OA-Quest were assessed with exploratory factor analysis (EFA), Rasch modelling, and confirmatory factor analysis (CFA) in a community-based sample (n = 792).Results: EFA replicated 7 of the 8 PBO domains. An exception was PBO Fatigue domain, with items merging into the Physical distress subscale in the OA-Quest. Following item analysis, a 42-item 7-subscale questionnaire was constructed, measuring Physical distress (seven items, Cronbach's α = 0.93), Physical limitations (11 items, α = 0.95), Psychosocial distress (seven items, α = 0.93), Physical de-conditioning (four items, α = 0.87), Financial hardship (four items, α = 0.93), Sleep disturbances (five items, α = 0.96), and Lost productivity (four items α = 0.90). A highly restricted 7-factor CFA model had excellent fit with the data (χ(2)(113) = 316.36, P < 0.001; chi-square/degrees of freedom = 2.8; comparative fit index [CFI] = 0.97; root mean square error of approximation [RMSEA] = 0.07), supporting construct validity of the new measure.Conclusions: The OA-Quest is a new measure of osteoarthritis burden that is founded on a comprehensive conceptual model. It has strong evidence of construct validity and provides reliable measurement across a broad range of osteoarthritis burden. [ABSTRACT FROM AUTHOR]

In order to attain a sustainable competitive advantage, airports should strive to enhance multicultural passenger satisfaction through the provision of high quality services. The purpose of the current study is to determine the specific service quality components that can lead to increased traveler satisfaction in an international airport environment, and to evaluate the degree to which passenger perceptions of airport facilities, as well as levels of satisfaction, vary according to different nationalities. In order to achieve this objective, this paper examines the equivalence of service quality and satisfaction measures by applying the Rasch modelling technique. Airport service quality is found to be comprised of three distinct dimensions, namely “Servicescape and Image”, “Signage” and ”Services” and significant differences with service quality perceptions are exhibited among travelers of different nationalities. Overall, the results highlight the need to assess scale equivalence across different nationalities. [ABSTRACT FROM AUTHOR]

This investigation examines the effect of the Updated Content of Education (UCE) project on Kazakh, Russian, and Uyghur child literacy in Kazakhstan. Participants included 1,920 Kazakh, 1,528 Russian, and 143 Uyghur speaking Grade 1 students tracked longitudinally from 2015 to 2019 under both control and pilot curricula conditions. Based on Rasch modelling using a linked equating design, multi-level piece-wise growth modelling suggested that the UCE pilot had a positive effect on the between-school growth rate for the first year for both Kazakh (b = 1.49, p <.001) and Russian (b = 1.40, p <.001). For Uyghur, the UCE pilot had a significant positive effect (b = 0.40, p <.001) for the final two-year period. Overall, findings support the implementation of the updated curriculum for the advancement of child literacy suggesting that the UCE may also be implemented more broadly. Implications for other post-Soviet and Central Asian jurisdictions looking to simultaneously advance minority, indigenous, and regional child language literacy are offered. • Study reports effect of updated curriculum on Kazakh, Russian, and Uyghur literacy. • Study is first large-scale investigation on longitudinal growth in Kazakhstan. • Updated curriculum improved Kazakh, Russian, and Uyghur child literacy. • Study informs stakeholders including citizens, educators, and policymakers. [ABSTRACT FROM AUTHOR]

Background: Meaning in life is a key indicator of subjective well-being and quality of life. Further developments in understanding and enhancing the construct will depend inter alia on the sound measurement thereof. This study is at the forefront of applying modern psychometric techniques to the Meaning in Life Questionnaire, a scale widely used to assess meaning in life.Method: The Rasch rating scale model was applied to the Presence and Search subscales of the Meaning in Life Questionnaire using a sample of 601 adults from South Africa, Australia, and New Zealand.Results: The Presence subscale was insensitive at high levels of presence of meaning while the majority of the respondents fell in that range. Removal of item 9 ("My life has no clear purpose") and collapsing the response categories indicative of low and medium levels of the latent construct significantly improved the subscale's targeting and fit to the Rasch model, resulting in a subscale that exhibited differential item functioning on items 1 ("I understand my life's meaning"), 4 ("My life has a clear sense of purpose"), and 5 ("I have a good sense of what makes my life meaningful") for country, but none for gender, age group, or education level. The Search subscale yielded disordered category threshold calibrations, but after collapsing some of the response categories representing low and medium levels of the target construct, a subscale that demonstrated good fit to the Rasch model, good targeting, and no differential item functioning resulted.Conclusions: In terms of this particular scale, adaptation of the rating scale and removal of item 9 is recommended. Country-level parameter estimates may be needed for items that exhibited differential item functioning. The study also has significant implications for the theory, measurement, and practice of meaning in and quality of life in general. Reasons for and the far-reaching implications of the insensitivity of the Presence subscale for high levels of presence of meaning on, for example, the correlation between meaning in life and indicators of health are contemplated. Further investigation of the construct's nature and measurement, especially at high levels, is indicated. [ABSTRACT FROM AUTHOR]

This paper investigates the psychometric properties of the values in action (VIA) character strengths (Peterson and Seligman, 2004). A sample of 904 South African undergraduate students (female=77%, male=23%, black=70%, mean age=21.07 years, SD age=2.73 years) was assessed using a 380-item questionnaire that included the items from the international personality item pool (IPIP) values in action (VIA) measure of 24 character strengths as well as additional items based on the underlying theory of the particular constructs. Responses were analysed with the Rasch rating scale model. Reliability coefficients were computed for the retained scale items. The majority (21) of the scales demonstrated satisfactory Rasch model fit and good reliability of scores. The finding that a large proportion of strengths exhibited differential item functioning for at least one of (1) gender, (2) ethnicity and (3) home language group, challenges the assumption that character strengths are necessarily accultural, indicating qualitative distinctions in construct conceptualisations and measurement as a function of emic factors. [ABSTRACT FROM PUBLISHER]

Objective: The present study validates a revised scale measuring individuals' level of the 'engagement in dietary behaviour' aspect of 'critical nutrition literacy' and describes how background factors affect this aspect of Norwegian tenth-grade students' nutrition literacy.Design: Data were gathered electronically during a field trial of a standardised sample test in science. Test items and questionnaire constructs were distributed evenly across four electronic field-test booklets. Data management and analysis were performed using the RUMM2030 item analysis package and the IBM SPSS Statistics 20 statistical software package.Setting: Students responded on computers at school.Subjects: Seven hundred and forty tenth-grade students at twenty-seven randomly sampled public schools were enrolled in the field-test study. The engagement in dietary behaviour scale and the self-efficacy in science scale were distributed to 178 of these students.Results: The dietary behaviour scale and the self-efficacy in science scale came out as valid, reliable and well-targeted instruments usable for the construction of measurements.Conclusions: Girls and students with high self-efficacy reported higher engagement in dietary behaviour than other students. Socio-economic status and scientific literacy - measured as ability in science by applying an achievement test - did not correlate significantly different from zero with students' engagement in dietary behaviour. [ABSTRACT FROM AUTHOR]

Purpose: To describe daily time management in adults with and without mental disability and to examine differences in the level of their daily time management; to describe the possessions and use of electronic planning devices (EPDs) in activities and how environmental factors influence the use of EPDs in adults with mental disability. Methods: In a descriptive and cross-sectional design, 32 participants using EPDs and a matched comparison group of 32 healthy adults was recruited. Time-Self rating scale measuring daily time management was adapted for adults. A study specific questionnaire was applied to collect data on five ICF environmental factors. Rasch modelling, descriptive and non-parametric statistics were applied. Results: Time-S has acceptable psychometric properties for use on adults with mental disability. People with mental disability and low level of daily time management who use advanced EPDs are more influenced by environmental factors. The study group perceived that encouragement and support from professionals as well as services influence their use of EPDs. Conclusions: Time-S can safely be used for people with mental disability. EPDs do not fully compensate the needs of the target-group. Prescribers need to give considerations to this and therefore they should be provided with more knowledge about this matter. [ABSTRACT FROM AUTHOR]

The gender-related challenges facing males entering the primary-school teaching profession have been well documented in the academic literature over recent decades. The majority of these data have come about through qualitative reports. Whilst qualitative methods provide important perspectives into these issues, the use of valid and reliable quantitative survey tools has received less attention. This paper discusses the construction, piloting, and subsequent tests for reliability and validity involved in developing a robust survey tool to measure the gender-related challenges faced by pre-service male primary teachers during their university study and professional experience in schools. Utilizing Senocak's four stages of survey development and Rasch modelling techniques, data analysis showed high levels of validity and reliability for the survey tool. [ABSTRACT FROM PUBLISHER]

This paper describes the development and validation of an item bank designed for students to assess their own achievements across an undergraduate-degree programme in seven generic competences (i.e., problem-solving skills, critical-thinking skills, creative-thinking skills, ethical decision-making skills, effective communication skills, social interaction skills and global perspective). The Rasch modelling approach was adopted for instrument development and validation. A total of 425 items were developed. The content validity of these items was examined via six focus group interviews with target students, and the construct validity was verified against data collected from a large student sample (N = 1151). A matrix design was adopted to assemble the items in 26 test forms, which were distributed at random in each administration session. The results demonstrated that the item bank had high reliability and good construct validity. Cross-sectional comparisons of Years 1–4 students revealed patterns of changes over the years. Correlation analyses shed light on the relationships between the constructs. Implications are drawn to inform future efforts to develop the instrument, and suggestions are made regarding ways to use the instrument to enhance the teaching and learning of generic skills. [ABSTRACT FROM PUBLISHER]

This paper presents the findings of the first phase of a three-year study investigating the efficacy of the digitisation of creative practical work as digital portfolios for the purposes of high-stakes summative assessment. At the same time the paired comparisons method of scoring was tried as an alternative to analytical rubric-based marking because we believed that it was likely that a more holistic approach to scoring would be more appropriate. Researchers created digital representations of the practical submissions of 75 Visual Arts and 82 Design students graduating from secondary school in Western Australia. These digital portfolios were scored using the two methods, with the scores compared to those officially awarded to the physical forms. It was concluded that the digital representations of the Visual Arts submissions had adequate fidelity for the purpose of awarding high-stakes scores particularly using the paired comparisons method. However, the Visual Arts teachers and students were opposed to digitisation. For the Design portfolios teachers and students were supportive of digital submission, but the structure of the portfolios reduced the reliability and validity of scores, particularly from analytical marking. [ABSTRACT FROM PUBLISHER]

ObjectiveCritical nutrition literacy (CNL), as an increasingly important area in public health nutrition, can be defined as the ability to critically analyse nutrition information, increase awareness and participate in action to address barriers to healthy eating behaviours. Far too little attention has been paid to establishing valid instruments for measuring CNL. The aim of the present study was to assess the appropriateness of utilizing the latent scales of a newly developed instrument assessing nursing students’ ‘engagement in dietary habits’ (the ‘engagement’ scale) and their level of ‘taking a critical stance towards nutrition claims and their sources’ (the ‘claims’ scale).DesignData were gathered by distributing a nineteen-item paper-and-pencil self-report questionnaire to university colleges offering nursing education. The study had a cross-sectional design using Rasch analysis. Data management and analysis were performed using the software packages RUMM2030 and SPSS version 20.SettingSchool personnel handed out the questionnaires.SubjectsFour hundred and seventy-three students at ten university colleges across Norway responded (52 % response rate).ResultsDisordered thresholds were rescored, an under-discriminating item was discarded and one item showing uniform differential item functioning was split. The assumption of item locations being differentiated by stages was strengthened. The analyses demonstrated possible dimension violations of local independence in the ‘claims’ scale data and the ‘engagement’ scale could have been better targeted.ConclusionsThe study demonstrates the usefulness of Rasch analysis in assessing the psychometric properties of scales developed to measure CNL. Qualitative research designs could further improve our understanding of CNL scales. [ABSTRACT FROM AUTHOR]

Since 2010, the whole national cohort Key Stage 2 (KS2) National Curriculum test in science in England has been replaced with a sampling test taken by pupils at the age of 11 from a nationally representative sample of schools annually. The study reported in this paper compares the performance of different subgroups of the samples (classified by gender, ethnicity, English as an additional language, eligibility for free school meals and special education needs) in the test over the 2010 and 2011 test series. To study measurement invariance of the test across the different subgroups, factor analysis and Rasch modelling have been used to analyse item level-data for differential item functioning and differential test functioning in order to investigate the functioning of the items in the tests and the overall tests across the subgroups. A range of measurement properties related to the science construct being measured by the tests, including dimensionality, item difficulty, expected scores on individual items and expected total test scores, have been examined. It is concluded that the KS2 science sampling tests function similarly across the different subgroups at both item level and the overall test level and provide a measure of pupils’ attainment in science on the same measurement scale for all subgroups studied over the past two years. [ABSTRACT FROM PUBLISHER]

The Problem Gambling Severity Index (PGSI), a screening tool used to measure the severity of gambling problems in general population research, was subjected to confirmatory factor analysis and Rasch modelling to (a) confirm the one-factor structure; (b) assess how well the items measure the continuum of problem gambling severity; (c) identify sources of differential item functioning among relevant subpopulations of gamblers. Analyses were conducted on a nationally representative sample of over 25,000 gamblers compiled by merging data from the Canadian Community Health Survey and Canadian Problem Gambling Index (CPGI) integrated datasets. Results provided support for a one-factor model that was invariant across gender, age, income level, and gambler type. Rasch modelling revealed a well-fitting, unidimensional model with no miss-fitting items. The average severity assessed by the PGSI is consistent with moderately severe problem gambling. The PGSI is therefore weak in assessing low to moderate problem severity, a notable limitation of most brief gambling screens. Evidence of clinically significant differential item functioning was found with only one item, borrowing money to gamble, which behaved differently in gamblers who play electronic gaming machines or casino games compared to gamblers who avoid these games. Copyright © 2013 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In 2012, the World Wide Web Foundation launched for the first time the Web Index (WI), which combines the existing secondary data with new primary data to rank countries according to their progress and use of the Web. Primary data are gathered via a multi-country specifically designed questionnaire. The aim of our analysis is (1) to evaluate the measurement properties of the expert assessment survey and to provide survey designers with some insights into possible problematic questions and/or unexpectedly behaving countries and (2) to assess the experts’ perception of the state and the value of the Web. To do so the Rating Scale Rasch model is employed. Results show that about 10% of survey questions are detected as misfitting and need to be reworded. Possible reasons are: counter-orientation with respect to the WI polarity, difficulty in understanding the question's words or binary instead of the multiple response scale. Country analysis shows that no country can be considered as an outlier due to notable unexpected pattern of answers. Since the survey is to be expanded in future editions of the WI, the results of our analysis are very important in pin-pointing the questions most in need of refinement for the next edition of the Index. [ABSTRACT FROM AUTHOR]

This study reports the results of a preliminary study to develop a measure of employability for use in vocational rehabilitation settings. The instrument was piloted on 20 volunteer jobseeker participants then modified and trialled with a further 73 jobseeker participants. The partial credit Rasch model was applied to determine if the items formed a unidimensional construct. A 22-item Job Seeker Assessment of Employability scale resulted. The data support a developmental model of vocational rehabilitation that depicts jobseeker employability on a continuum. [ABSTRACT FROM AUTHOR]

The prevalence of attention-deficit/hyperactivity disorder (ADHD) has been estimated at 3–7% in the population. Children with this disorder are often characterized by symptoms of inattention and/or impulsivity and hyperactivity, which can significantly impact on many aspects of their behaviour and performance. This study investigated the characteristics of the SWAN Rating Scale and its discrimination of ADHD subtypes. This instrument was developed by Swanson and his colleagues and measures attentiveness and hyperactivity on a continuum, from attention problems to positive attention skills, using a seven-point scale of behaviour: “far below average” to “far above average”. The Australian Twin Attention-Deficit/Hyperactivity Disorder Study consists of questionnaire data collected from families in 1990/2007. The Rasch model was used to measure the characteristics of items from the SWAN Rating Scale; how well these items discriminated between those with and without ADHD. The prevalence of each subtype was found to be 5.3% for inattentive ADHD, 4.3% for hyperactive ADHD and 4.6% for combined ADHD. A total of 14.2% of the cohort appeared to have ADHD. While the inattentive items appeared to be consistent with each other in their measurement behaviour and response patterns, the hyperactive items were less consistent. Further, the combined subtype appeared to be an entirely different type, with unique features unlike the other two subtypes. Further work is needed to distinguish the diagnostic features of each subtype of ADHD. [ABSTRACT FROM AUTHOR]

There is a critical need for research into the use of digital technologies to support the assessment of performance on complex tasks in schools. This paper reports on a component of a pilot study aimed at investigating the use of digital forms of performance assessment, manageable within schools, with high levels of reliability and capable of being scaled up for statewide implementation. Student practical performances were represented in digital files, placed in an online repository and marked using both a standards-reference and comparative pairs method. It was found that the short performance tasks exam was readily implemented and the work easily marked. The resulting scores were shown to be highly reliable and well correlated when compared with the other case studies and suitable for ranking students. However, the limitations of the tasks, time and scaffolding of the tasks reduced the study's validity in assessing student capability in the course. Overall the results were encouraging and provide a basis for a larger and longer study that has commenced. [ABSTRACT FROM AUTHOR]