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The purpose of this study is to describe the development and initial validation of a survey focused on problematic situations involving e-cigarette use by rural Native Hawaiian and Pacific Islander (NHPI) youths. A 5-phase approach to test development and validation was used. In Phase 1 (Item Generation), survey items were created from a series of focus groups with middle school youths on Hawaii Island (N = 69). In Phase 2 (Item Refinement and Selection), situational items were reduced to 40 e-cigarette offer situations that were selected for inclusion in the survey. In Phase 3 (Item Reduction), items were administered to 257 youths from 11 middle, intermediate, or multi-level public or public-charter schools on Hawaii Island. Exploratory factor analysis indicated the presence of three factors accounting for 50% of the variance: E-Cigarette Offers from Friends (24%), E-Cigarette Offers from Non-Friends (16%), and Coercive Pressure to Use E-Cigarettes (10%). Hypothesized relationships between offer situations and e-cigarette use were partially confirmed, supporting the construct validity of the survey. This survey helps to fill the scientific and practice gap in measuring ecodevelopmental risk and protection for e-cigarette use and has implications for e-cigarette use prevention with rural, NHPI, and/or Indigenous youth populations.

The aim of this study was to develop an instrument for assessing sixth‐grade students' number sense skills in fractions and decimals. This study was conducted on 452 sixth graders (10–11 years old) from the western region of Turkey. The construct validity of the number sense test (NST) was examined via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). First, the draft NST, which consists of 36 two‐tier items, was administered to 208 students for the EFA. Repeated EFA results indicated that the NST consisted of five number sense components with 25 items (understanding the meaning and magnitude of numbers, recognizing the effects of operations on numbers, using multiple representations of numbers, using reference points in numbers, and judging the reasonableness of a computational result). The NST, with factor loadings ranging from 0.60 to 0.87, accounted for 72.39% of the total variance. The composite reliability and Cronbach's alpha coefficients ranged from 0.88 to 0.92. The CFA was administered to an additional 244 students in the school. The results of the first‐ and second‐order CFA revealed that the model fit of the NST was good (Chi‐square/df = 2.04; RMSEA = 0.066; NNFI = 0.97; IFI = 0.98; CFI= 0.97; and S‐RMR = 0.065). The results of the present study indicate that the NST is a valid and reliable instrument for assessing sixth‐grade students' number sense skills in fractions and decimals. Practitioner Points: This study aimed to develop a two‐tier number sense test (NST) to assess the number sense skills in fractions and decimals.This study was conducted with 452 sixth‐grade students (10 ‐ 11 years old) from the western region of Türkiye.The results of the EFA and CFA confirmed the construct validity of the NST, which consists of 25 items and five number sense components. The number sense components are as follows: understanding the meaning and magnitude of numbers, recognizing the effects of operations on numbers, using multiple representations of numbers, using reference points in numbers, and judging the reasonableness of a computational result. [ABSTRACT FROM AUTHOR]

The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design‐In‐Real‐Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment system. In this article, we lay the foundation for DIRTy assessment and illustrate how it meets the complex needs of each individual learner. The assessment framework incorporates culturally responsive assessment principles, thus making it innovative with respect to both technology and equity. Key aspects are (a) assessment building blocks called "assessment task modules" (ATMs) linked to multiple content standards and skill domains, (b) gathering information on test takers' characteristics and preferences and using this information to improve their testing experience, and (c) selecting, modifying, and compiling ATMs to create a personalized test that best meets the needs of the testing purpose and individual test taker. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare student performance and question discrimination of multiple-choice questions (MCQs) that followed a standard format (SF) versus those that do not follow a SF, termed here as non-standard format (NSF). Medical physiology exam results of approximately 500 first-year medical students collected over a five-year period (2020–2024) were used. Classical test theory item analysis indices, e.g. discrimination (D), point-biserial correlation (rpbis), distractor analysis for non-functional distractors (NFDs), and difficulty (p) were determined and compared across MCQ format types. The results presented here are the mean ± standard error of the mean (SEM). The analysis showed that D (0.278 ± 0.008 vs 0.228 ± 0.006) and rpbis (0.291 ±.006 vs 0.273 ±.006) were significantly higher for NSF questions compared to SF questions, indicating NSF questions provided more discriminatory power. In addition, the percentage of NFDs was lower for the NSF items compared to the SF ones (58.3 ± 0.019% vs 70.2 ± 0.015%). Also, the NSF questions proved to be more difficult relative to the SF questions (p = 0.741 ± 0.007 for NSF; p = 0.809 ± 0.006 for SF). Thus, the NSF questions discriminated better, had fewer NFDs, and were more difficult than SF questions. These data suggest that using the selected non-standard item writing questions can enhance the ability to discriminate higher performers from lower performers on MCQs as well as provide more rigour for exams. [ABSTRACT FROM AUTHOR]

Despite the availability of instruments to assess parentification or role reversal between a child and a parent within the family, there has been limited research on developing and validating these tools for Asian samples. This study aims to create and refine culturally valid measures of parentification for Filipino emerging adults, specifically college students. The study includes 2,419 non-overlapping college students from Luzon, Visayas, and Mindanao, the three major islands of the Philippines. Through the scale development method, the proposed Filipino Parentification for College Students (FPScs) identified four domains using exploratory factor analysis: Sibling-focused Parentification, Perceived Injustice of Parentification, Willingness to Contribute to Familial Obligation, and Perceived Positive Impact of Parentification. Confirmatory factor analysis demonstrated acceptable model fit indices for the four FPScs subscales: RMSEA (0.056), SRMR (0.051), GFI (0.93), CFI (0.94), and TLI (0.93). Additionally, the four subscales of the FPScs have demonstrated satisfactory levels of construct validity and reliability. Finally, this newly developed instrument will enable researchers, academics, and practitioners, particularly university counselors, to better assess the family system construct of parentification using an ecologically appropriate school-based instrument, especially relevant for college students facing mental and social health challenges. [ABSTRACT FROM AUTHOR]

Objective: Premorbid tests estimate cognitive ability prior to neurological condition onset or brain injury. Tests requiring oral pronunciation of visually presented irregular words, such as the National Adult Reading Test (NART), are commonly used due to robust evidence that word familiarity is well-preserved across a range of neurological conditions and correlates highly with intelligence. Our aim is to examine the prediction limits of NART variants to assess their ability to accurately estimate premorbid IQ. Method: We examine the prediction limits of 13 NART variants, calculate which IQ classification system categories are reachable in principle, and consider the proportion of the adult population in the target country falling outside the predictable range. Results: Many NART variants cannot reach higher or lower IQ categories due to floor/ceiling effects and inherent limitations of linear regression (used to convert scores to predicted IQ), restricting clinical accuracy in evaluating premorbid ability (and thus the magnitude of impairment). For some variants this represents a sizeable proportion of the target population. Conclusions: Since both higher and lower IQ categories are unreachable in principle, we suggest that future NART variants consider polynomial or broken-stick fitting (or similar methods) and suggest that prediction limits should be routinely reported. [ABSTRACT FROM AUTHOR]

Current biology assessments often lack a strong emphasis on conceptual understanding, which may limit students' ability to apply knowledge in real-world contexts. This study aimed to develop and validate a concept test to assess high school student's understanding of the human circulatory system. The test was carefully designed using the revised Bloom's Taxonomy and aligned with the K-12 curriculum. Initial content validation by biology education experts ensured accuracy and relevance, leading to refinements in the test items. Item quality was enhanced through dichotomous Rasch analysis following preliminary testing with 100 students. After a second administration to a new group of 100 students, further analysis confirmed the test's reliability and validity. A final round of testing with an additional 100 students yielded a Cronbach's alpha of 0.79, confirming internal consistency. The study concluded that the developed concept test is valid and reliable for assessing students' understanding of the circulatory system, providing teachers with a tool to refine instructional methods. Future recommendations involve expanding and updating test items to ensure relevance, integrating technology-enhanced questions to improve the assessment of student comprehension, and evaluating reliability across diverse contexts. [ABSTRACT FROM AUTHOR]

In Turkey, children are accepted to conservatory music departments after fourth grade and fine arts high school music departments after eighth grade by taking a musical talent test. For students with high musical aural skills to know about their potential and be directed to the related education institutions there needs to be a valid test. This study was, therefore, conducted to develop a valid internet-based test to assess music perception of children with design-based research. Design-based research includes a series of iterative stages that involve continuous data collection, analysis, and improvement, rather than a linear process in development and implementation activities. Voluntary-basis selected schools in the pilot city's first through fourth grades (both public and private schools) were invited to join the preliminary test. A total of 433 students participated in the online test. The test has seven categories including pitch discrimination (single, two, and multiple tones), tempo, length, melody, and rhythm. For item analysis, two separate sequential samples were collected. The results were evaluated according to psychometric test development principles. The initial results show that the music perception test (AMAT) is a valid and reliable instrument. The test is open to public use and can be reached at: https://aummat.anadolu.edu.tr/amat/ [ABSTRACT FROM AUTHOR]

The O*NET database is an online repository of detailed information on the knowledge and skill requirements of thousands of jobs across the United States. Thus, it is a valuable resource for test developers who want to target cognitive and other abilities relevant to the contemporary workforce. In this study, we used multidimensional scaling (MDS) to analyze the mean importance ratings of the cognitive abilities and selected skills included in the O*NET database to identify the dimensionality of the data regarding importance and their consistency across job zones. Using the criteria of fit and interpretability, a two-dimensional MDS solution was selected as the best representation of the data. These dimensions reflected Social Interaction/Reasoning and Verbal/Non-Verbal skills and abilities. Interestingly, the dimensionality was not consistent across job zones. Job zones relative to lower education and training requirements were sufficiently represented by the Social Interaction/Reasoning dimension, and the Verbal/Non-Verbal dimension was most relevant to job zones requiring more education and experience. The implications of the results for developing assessments for adult learners are discussed, as is the utility of using MDS for understanding the dimensionality of O*NET data. [ABSTRACT FROM AUTHOR]

Indonesia's high vulnerability to flood disasters has significant social and educational impacts, especially on secondary school students. This research addresses the need for an effective flood disaster literacy tool by developing a credible and validated test instrument designed for high school geography education. Using the ADDIE model, this research involved the stages of review, creation, implementation, testing, and assessment. The study involved a sample of 30 students from SMA Negeri 1 Beber, Cirebon Regency, who were assessed for their understanding through a specially designed flood disaster literacy test. The results showed a mix of correct and incorrect answers, with notable variations in students' understanding. The test instrument showed high validity and reliability, with a KR-21 coefficient of 0.963, confirming its robustness. Despite a few invalid items, the instrument effectively evaluated key aspects of flood disaster literacy, including knowledge, attitudes and practical skills. The findings highlight strengths and areas for improvement in students' understanding, emphasising the need for targeted educational strategies. This research contributes to improving geography education by integrating disaster literacy and offers a foundation for future curriculum development.

Photosynthesis is a foundational biological topic which often presents learning difficulties because of its complex processes and common misconceptions. Hence, valid and reliable diagnostic tool is needed to identify misconceptions and eventually guide development of instructional interventions. This study aimed to develop a valid and reliable concept inventory test to assess junior high school students' understanding of photosynthesis. It was developed to identify common misconceptions and provide valuable insights into students' cognitive processes. This 20-item concept inventory test crafted with the aid of a table of specifications was based on Revised Bloom’s taxonomy of cognitive domain and administered to 355 junior high school students. In validation, results displayed high content validity with a mean of 4.85 and an average Aiken’s validity coefficient of 0.96. It also falls in the category moderately difficult with the test difficulty of 0.49, and test discrimination of 0.45. In item classification, 18 items were retained (16 accepted, 2 needs revisions) and while reliability test was employed through Cronbach’s alpha (α=0.70) indicating sufficient measure of good and internal consistency. Distractor analysis was also performed to determine possible source of misconception per item. The concept inventory test is found to be a good classroom test with some items to be improved and offers educators a valuable resource for diagnosing student misconceptions and enhancing their teaching practices.

The International Cognitive Ability Resource, abbreviated ICAR, counters some of the practical problems researchers face when using good, but proprietary, licensed intelligence tests like the Wechsler tests, which include unfeasible administration times and financial costs. So far, ICAR has been validated for adolescents and adults in many countries, offering a viable test alternative for these populations. For use among children, however, the appropriateness of this resource was yet unknown. Therefore, we set out to develop a children’s ICAR: an instrument composed of ICAR-items, which provides a measure of cognitive ability in children between 11 and 14 years of age. The present article discusses the compilation process of the Ch-ICAR drawing from a pilot study, and evaluates its validity based on two additional studies. The pilot study involved 99 primary school pupils and aimed to select items for the Ch-ICAR instrument. Study 1 investigated the basic psychometric qualities of the Ch-ICAR in a sample of 820 secondary school pupils. Study 2 examined the construct validity by cross-validating the Ch-ICAR with on the one hand Raven’s 2 Progressive Matrices, and on the other hand the Flemish CoVaT-CHC Basic Version, relying on samples of 91 secondary and 96 primary school pupils, respectively. Results support the utility of the Ch-ICAR as a measure of children’s cognitive abilities within a research context. [ABSTRACT FROM AUTHOR]

This research aims to develop valid and reliable measuring tool for students' algebraic abilities that can be used in schools and the general public. The research follows a structured test development design, including stages such as preparing test specifications and items, field testing, revising items, and test development. The questions are aligned with the 2013 curriculum syllabus, ensuring relevance to educational standards. The test was given to 662 junior high school students in Kendari City, Indonesia, and their responses were analyzed using the item response theory (IRT) model with two logistic parameters: item difficulty level and item discriminatory power. The BILOG MG program was employed to estimate item and ability parameters. Before conducting item analysis with IRT, essential assumption tests were conducted, including unidimensional and model fit tests. The results of the development process, based on item analysis using BILOG MG, yielded 15 items covering various aspects of algebraic abilities. These items were derived from indicators such as recognizing algebraic forms, identifying elements within these forms, performing addition, subtraction, multiplication, and division operations on algebraic forms, presenting and solving real-world problems in algebraic contexts, and addressing contextual problems involving algebraic operations. The items demonstrated good fit with the model and exhibited an appropriate level of item difficulty and discriminatory power, making them suitable for use as a reliable assessment tool. Consequently, these developed tests are deemed effective for measuring students' foundational algebraic abilities.

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The number of test translations and adaptations has risen exponentially over the last two decades, and these processes are now becoming a common practice. The International Test Commission (ITC) Guidelines for Translating and Adapting Tests (Second Edition, 2017) offer principles and practices to ensure the quality of translated and adapted tests. However, they are not specific to the cognitive processes examined with clinical neuropsychological measures. The aim of this publication is to provide a specialized set of recommendations for guiding neuropsychological test translation and adaptation procedures. Methods: The International Neuropsychological Society's Cultural Neuropsychology Special Interest Group established a working group tasked with extending the ITC guidelines to offer specialized recommendations for translating/adapting neuropsychological tests. The neuropsychological application of the ITC guidelines was formulated by authors representing over ten nations, drawing upon literature concerning neuropsychological test translation, adaptation, and development, as well as their own expertise and consulting colleagues experienced in this field. Results: A summary of neuropsychological-specific commentary regarding the ITC test translation and adaptation guidelines is presented. Additionally, examples of applying these recommendations across a broad range of criteria are provided to aid test developers in attaining valid and reliable outcomes. Conclusions: Establishing specific neuropsychological test translation and adaptation guidelines is critical to ensure that such processes produce reliable and valid psychometric measures. Given the rapid global growth experienced in neuropsychology over the last two decades, the recommendations may assist researchers and practitioners in carrying out such endeavors. [ABSTRACT FROM AUTHOR]

Abstract\nABSTRACT (NORWEGIAN)\nPLAIN LANGUAGE SUMMARYThis article presents the process of constructing and validating a test of metalinguistic awareness (MLA) for young school children (age 8–10). The test was developed between 2021 and 2023 as part of the MetaLearn research project, financed by The Research Council of Norway. The research team defines MLA as using metalinguistic knowledge at a point in real time. To develop the test, the research team relied heavily on general measurement theory (psychometrics) and insights from the field of language testing and assessment. This aids in the process of developing a practical and user-friendly MLA-test which yields valid scores and reliably measures the state and the development of MLA. This innovative approach to MLA testing offers explicitness about the theoretical construct of the test and at the same time contributes to controlling the difficulty and discriminatory power of each test item. We argue that the test development process presented here is useful when developing tests of MLA and similar concepts, as it facilitates comparison of results as well as replicability. This development process and its detailed description also make it possible to adapt the MetaLearn MLA-test to other contexts.Denne artikkelen presenterer utviklingen av en test av metaspråklig bevissthet (MSB) rettet mot unge skoleelever (8–10 år). Testen ble utviklet mellom 2021 og 2023 som en del av forskningspros­jektet Meta­Learn, finansiert av Norges Forskningsråd. Forskerne definerer MSB som det å bruke metaspråklig kunnskap på et gitt tidspunkt. For å utvikle testen har forskerteamet basert seg på generell målingsteori (psykometri) og innsikter fra språktestingsfeltet. Dette muliggjør utviklingen av en praktisk og brukervennlig MSB-test som gir valide resultater og reliabelt måler MSB og dens utvikling over tid. Denne innovative tilnærmingen til å utvikle en MSB-test fordrer at man eksplisitt definerer testens teoretiske konstrukt. Samtidig bidrar fremgangsmåten til å kontrollere vanskelighetsgraden og diskrimineringsgraden til hvert eneste item. Vi argumenterer for at utviklingsprosessen presentert her er nyttig for å utvikle tester av MSB og lignende fenomen, da det muliggjør sammenligning av resultater og replikasjon i andre kontekster. Utviklingsprosessen, samt dens detaljerte beskrivelse i artikkelen, muliggjør også at MetaLearn-prøven kan tilpasses andre kontekster.Making use of knowledge about language (metalinguistic awareness) is an important aspect when learning languages. It is especially useful to examine how this awareness develops in early schooling, as this is where the foundations for lifelong language learning are laid. However, few research instruments exist that measure metalinguistic awareness comprehensively. In this paper, we present the process of developing a metalinguistic awareness test for young language ­learners (age 8–10), the MetaLearn metalinguistic awareness test. To develop the test, we have drawn on insights from two related research fields: general measurement theory, and language testing and assessment. In these fields, a test needs to be developed with the users and purpose in mind. The test quality is determined by a clear definition of what the test is supposed to measure (here: metalinguistic awareness), that it measures consistently, is practical to administer, and has a positive impact. The article presents a systematic overview of the steps we took to address these criteria. This resulted in a test that is suitable to measure the development of metalinguistic awareness over time. Our article is intended to enable others to critically review the MetaLearn test, and to adapt it for their own contexts and purposes. Also, the article provides general guidelines that others can follow for their own test development. Finally, the article is useful for practitioners who want to learn more about what a high-quality test is and how to evaluate existing assessment instruments. [ABSTRACT FROM AUTHOR]

This article discusses the impact of Tamil diglossia on cognitive test administration. It raises concerns about false-positive errors in diagnosing cognitive impairments when using standardized tests with culturally diverse individuals. The study focuses on the use of two dialects of Tamil and how they affect test performance. The research suggests that using the local dialect may lead to better performance on immediate memory tests, but also emphasizes the importance of using the preferred language of the test takers to obtain accurate results. The study calls for culturally equitable tests and further research on the impact of diglossia on test understanding. [Extracted from the article]

Background: Collaboration between clinical practice and research is often warranted. Extended periods of collaboration integrating research and practice is however rare. This article is about a series of joint research projects through the course of 8 years involving the Danish Center of Psychotraumatology and five regional centres dedicated to combating the sequelae of child abuse across Denmark. Method: We describe the development of a standardized assessment battery and how this work evolves, analyses of administrative data, what happens after the assessment, the impact of working with child abuse on employees, profiles of abuse that vary by gender, national conferences and training programs, and international collaboration. Result: The collaboration between research and practice against child abuse has been seminal and is still ongoing. We have learnt about new problem areas and have produced information that can be used to serve children, employees, and civil society in better ways. Discussion: This work is inspired by and aligns with initiatives abroad pertaining the construction of Children Centers, of assessments tools and child abuse trauma research. Conclusion: Mutual respect, dedication, and patient persistence pave the way for significant results in a committed relationship. Plain language summary: This article describes and reflect upon a year-long collaboration between a multidisciplinary clinical organization, the Danish Children Centers, and a research centre, the Danish Center of Psychotraumatology who have joined forces to provide the best help for children exposed to physical, sexual, or psychological abuse. The article describes the collaboration on developing a trauma-focused, developmentally sensitive psychological assessment battery for children of all ages. The article thereafter describes and reflects upon other projects of the collaboration that benefit both research and practice, including the establishment of data base for studying the psychological state of children exposed to abuse and related studies on child abuse; evaluations of the Children Centers practices; examinations of care and treatment for abused and traumatized children, training of staff and other interested parties; and examination and prevention of secondary traumatization among the Children Centers staff. With mutual respect for all professions, dedication, and patient persistence a professional collaboration can evolve. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to develop an achievement test taking into account the subject acquisitions of the sound and properties unit in the sixth-grade science course. In the test development phase, firstly, literature review for the study was conducted. Then, 30 multiple choice questions in align with the subject acquisition in the 2018 science curriculum. This 30-question test was presented to opinion of three academicians and a science teacher for the validity of the test. Necessary adjustments were made in line with the opinions of the experts. Subsequently, the draft test, modified according to the experts' feedback, was applied to a total of 300 seventhgrade students. After the analysis, the number of questions in the test was reduced to 27. As a result of item analysis, mean difficulty index value of the test was 0.41, and item discrimination indexwas 0.49. The reliability analysis for the developed test was found 0.92 by calculating the KR-20 reliability coefficient value. By considering, the validity and reliability analysis results, it was concluded that the final version of the developed test, grounded in Bloom's Taxonomy, is a valid and reliable test with different difficulty levels. [ABSTRACT FROM AUTHOR]

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Adolescents' attachment security toward parental figures has been assessed in multiple cultures and languages. In some cultural contexts, the presence of a secondary parental figure is ubiquitous, though its effect on children's and adolescents' well‐being has been understudied. The present study aimed to validate a culture‐specific Arabic instrument of attachment security, in an adolescent sample of Qatar. Since foreign domestic workers (Khadama) play a key role as secondary caring figures in Middle Eastern countries, the new instrument included parents (i.e., mother and father) and domestic workers as providers of attachment security. Methods: A sample of 387 adolescents (ages 12–17 years; 48.3% females) participated in the study in the 2020–2021 school term. While 286 students completed the version in modern Arabic, 101 counterparts attending international schools filled in the English version for comparison purposes. Results: Confirmatory Factor Analysis for all three forms (i.e., mother, father, and domestic worker) showed the one‐dimension of the Arabic tool. Optimal Tucker's Phi coefficient indicated a comparable one‐factor structure of attachment security across linguistic versions. Moderate correlations (positive and negative, respectively) of attachment security towards father and mother (but not towards domestic workers) with family cohesion and family conflict dimensions of the Family Environment Scale provided evidence for the concurrent validity. Discussion: Gender differences in the links between adolescents' attachment security and family conflict were observed; culturally relevant relationship family patterns are stressed. The practical implications of the Arabic Inventory of Parent and Domestic Worker Attachment (A‐IPDWA) validation are discussed. [ABSTRACT FROM AUTHOR]

This research aimed to develop a valid and reliable scientific process skill test (SPST) for 60-72 months old preschool children. The study group of the research consisted of a total of 241 preschool children. 36 questions were prepared regarding scientific process skills. Test items were prepared with 3 options. The item visualized the options according to the level of the children. The prepared questions were presented to the opinion of two academicians who are experts in the field of science education and three preschool teachers. According to the expert opinions received, two items were excluded from the test. A preliminary pilot application was conducted with 114 preschool children with the remaining 34 items. Six items were removed from the test after pre-pilot application. A pilot application was made to 127 preschool children with the remaining 28 items. Three items were removed after the pilot application. As a result of the pilot application, the KR-20 reliability coefficient of the test was calculated as 0.786. The final version of the test was arranged to consist of 25 items. These results indicate that the test is highly reliable, meaning that the test results accurately reflect the measured property and are reproducible. [ABSTRACT FROM AUTHOR]

Background: Ensuring the validity of assessments requires a thorough examination of the test content. Subject matter experts (SMEs) are commonly employed to evaluate the relevance, representativeness, and appropriateness of the items. This article proposes incorporating item response theory (IRT) into model assessments conducted by SMEs. Using IRT allows for the estimation of discrimination and threshold parameters for each SME, providing evidence of their performance in differentiating relevant from irrelevant items, thus facilitating the detection of suboptimal SME performance while improving item relevance scores. Method: Use of IRT was compared to traditional validity indices (content validity index and Aiken's V) in the evaluation of conscientiousness items. The aim was to assess the SMEs' accuracy in identifying whether items were designed to measure conscientiousness or not, and predicting their factor loadings. Results: The IRT-based scores effectively identified conscientiousness items (R² = 0.57) and accurately predicted their factor loadings (R² = 0.45). These scores demonstrated incremental validity, explaining 11% more variance than Aiken's V and up to 17% more than the content validity index. Conclusions: Modeling SME assessments with IRT improves item alignment and provides better predictions of factor loadings, enabling improvement of the content validity of measurement instruments. [ABSTRACT FROM AUTHOR]

The European environmental risk assessment (ERA) of plant protection products follows a tiered approach. The approach for soil invertebrates currently consists of two steps, starting with a Tier 1 assessment based on reproduction toxicity tests with earthworms, springtails, and predatory mites. In case an unacceptable risk is identified at Tier 1, field studies can be conducted as a higher‐tier option. For soil invertebrates, intermediate tiers are not implemented. Hence, there is limited possibility to include additional information for the ERA to address specific concerns when the Tier 1 fails, as an alternative to, for example, a field study. Calibrated intermediate‐tier approaches could help to address risks for soil invertebrates with less time and resources but also with sufficient certainty. A multistakeholder workshop was held on 2–4 March 2022 to discuss potential intermediate‐tier options, focusing on four possible areas: (1) natural soil testing, (2) single‐species tests (other than standard species), (3) assessing recovery in laboratory tests, and (4) the use of assembled soil multispecies test systems. The participants acknowledged a large potential in the intermediate‐tier options but concluded that some issues need to be clarified before routine application of these approaches in the ERA is possible, that is, sensitivity, reproducibility, reliability, and standardization of potential new test systems. The definition of suitable assessment factors needed to calibrate the approaches to the protection goals was acknowledged. The aims of the workshop were to foster scientific exchange and a data‐driven dialog, to discuss how the different approaches could be used in the risk assessment, and to identify research priorities for future work to address uncertainties and strengthen the tiered approach in the ERA for soil invertebrates. This article outlines the background, proposed methods, technical challenges, difficulties and opportunities in the ERA, and conclusions of the workshop. Integr Environ Assess Manag 2024;20:780–793. © 2023 The Authors. Integrated Environmental Assessment and Management published by Wiley Periodicals LLC on behalf of Society of Environmental Toxicology & Chemistry (SETAC). [ABSTRACT FROM AUTHOR]

Abstract: This paper examines the validity of the competence scale of the Revised Physical Self-Perception Profile (PSPP-R Competence) in a large German sample of 1,007 predominantly female participants by assessing construct validity, discriminant and criterion validity, and reliability. The PSPP-R Competence measures four factors: Body Attractiveness, Physical Strength, Sports Competence, and Physical Condition. Confirmatory factor analyses confirmed the hypothesized correlated four-factor structure and offered support for a hierarchical factor structure. Discriminant and criterion validity analyses offered insight into the nomological net and were in line with theoretical considerations. Reliability of all subscales was estimated using Cronbach’s α and found to be good to excellent ranging from .84 to .92. Overall, this study provides support for a good adaptation of the PSPP-R in the German language and enriches previous validation studies focused mainly on factorial validity by adding discriminant and concurrent validity estimates.

With the replacement of TEOG in 2018 by the LGS, as known a new concept has emerged in the measurement and evaluation. This concept is called the new generation item. This research aims to determine teachers' opinions about new-generation items. This study was designed with a mixed-method strategy. Chi-square analysis was applied to the quantitatively collected data and content analysis was applied to the qualitatively collected data. A total of 192 teachers from 23 different fields participated in the study. The research data were collected using a semi-structured questionnaire form prepared by the researchers. 75 (39 %) of the teachers stated that there is no concept of a new generation item, and 117 (71 %) of them stated that there is such a concept. It was found that there was no statistically significant correlation between the branch of the teachers, their professional time and whether they attended any course/seminar/workshop and their answers about the existence of the concept of new generation items. Seven themes were revealed in the qualitative part, where teachers' views on the concept of new generation items were taken. These themes are the Formal view, Skill-based, Taxonomic view, Reading comprehension-based, Reconstructing knowledge, Daily life skills-based, and New view. According to these themes, new generation items predominantly consist of formal reading comprehension and higher-order thinking skills.

The O*NET database is an online repository of detailed information on the knowledge and skill requirements of thousands of jobs across the United States. Thus, it is a valuable resource for test developers who want to target cognitive and other abilities relevant to the contemporary workforce. In this study, we used multidimensional scaling (MDS) to analyze the mean importance ratings of the cognitive abilities and selected skills included in the O*NET database to identify the dimensionality of the data regarding importance and their consistency across job zones. Using the criteria of fit and interpretability, a two-dimensional MDS solution was selected as the best representation of the data. These dimensions reflected Social Interaction/Reasoning and Verbal/Non-Verbal skills and abilities. Interestingly, the dimensionality was not consistent across job zones. Job zones relative to lower education and training requirements were sufficiently represented by the Social Interaction/Reasoning dimension, and the Verbal/Non-Verbal dimension was most relevant to job zones requiring more education and experience. The implications of the results for developing assessments for adult learners are discussed, as is the utility of using MDS for understanding the dimensionality of O*NET data.

Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6-9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas "object movement" and "self-movement" Accounting for possible reading diffculties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M= 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equationmodels were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC "object movement" and PMC "self-movement", corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for "object movement" and r = 0.76 for "self-movement". Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education. [ABSTRACT FROM AUTHOR]

Identifying and fostering gifted students is crucial in educational science and psychology. Giftedness diagnostics must be based on profound domain-specific concepts and acknowledge the variety of talents to enable a successful individual education. Growing challenges like digitalization, decarbonization, demographic changes, and pandemics increase the need for creative and productive professionals in STEM fields. Educational practitioners are expected to identify and foster these talents, confronted with the discourse between academic science and psychology about giftedness. Due to the lack of domainspecific diagnostic instruments, the individual expression of giftedness is often neglected during diagnostic procedures in educational practice and general intelligence tests are used instead. To address this problem, this paper presents the development process of a domain-specific diagnostic instrument for scientific giftedness. To bridge the gap between theory and practice and incorporate knowledge from various fields, the development process is integrated into Design-Based Research (DBR). Therefore, we theoretically examine how the principles of DBR and test development can be connected. We present our research approach and check how the planned development process can lead to a test instrument suitable for practice and further knowledge about giftedness diagnostics. The project demonstrates that DBR is suitable for developing didactic interventions but can also lead to innovations in psychometrics and improve giftedness diagnostics in practice through additional quality criteria. [ABSTRACT FROM AUTHOR]

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With the replacement of TEOG in 2018 by the LGS, as known a new concept has emerged in the measurement and evaluation. This concept is called the new generation item. This research aims to determine teachers' opinions about new-generation items. This study was designed with a mixedmethod strategy. Chi-square analysis was applied to the quantitatively collected data and content analysis was applied to the qualitatively collected data. A total of 192 teachers from 23 different fields participated in the study. The research data were collected using a semi-structured questionnaire form prepared by the researchers. 75 (39 %) of the teachers stated that there is no concept of a new generation item, and 117 (71 %) of them stated that there is such a concept. It was found that there was no statistically significant correlation between the branch of the teachers, their professional time and whether they attended any course/seminar/workshop and their answers about the existence of the concept of new generation items. Seven themes were revealed in the qualitative part, where teachers' views on the concept of new generation items were taken. These themes are the Formal view, Skillbased, Taxonomic view, Reading comprehension-based, Reconstructing knowledge, Daily life skillsbased, and New view. According to these themes, new generation items predominantly consist of formal reading comprehension and higher-order thinking skills. [ABSTRACT FROM AUTHOR]

The aim of this research is to development a test measures the emotional perspective-taking abilities of early childhood children. Emotional perspective-taking is a social skill that involves accurately predicting the emotions of others by distinguishing them from one's own emotions. The objective of this research is to better define this skill in early childhood and thus contribute to a better understanding of children's levels of social-emotional development. The study group consists of 146 students aged 5-6. Data were collected through face-to-face interviews with children. Expert opinions were consulted during the research process to ensure the test's content validity. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), item-total correlations and item analyses were used to establish construct validity. On the other hand, for the reliability of the test, KR-20, KR-21 and split-half reliability were used. The test which was developed for this purpose, consisted of a total of 13 items in two dimensions called "Confused-Scared" and "Happy-Sad" and a total of 13 pictures, one picture for each item. The research found that the Early Childhood Emotional Perspective Taking Test (EDAT) is a valid and reliable test for children aged 5-6 years. [ABSTRACT FROM AUTHOR]

Biology education plays a vital role in nurturing the understanding of learners about the intricacy of life. Various efforts have emerged to strengthen learning biological concepts but there were still studies that showed that learners have low mastery in some aspects. To determine how well students understood various biological topics, including human physiology, Concept inventory tests (CIT) were used. The concept inventory test may be able to spot students' misconceptions and ultimately lead to improved comprehension. The crafted CIT developed with the aid of a table of specifications based on Bloom's taxonomy of cognitive domain was assessed according to its validity and reliability. In validation, content validity and item analysis were considered while reliability test was employed through Cronbach's alpha. Distractor analysis was also performed to determine possible source of misconception per item. The CIT was administered to 120 senior high school STEM students (50.8% from the private schools, 37.5% in regular public schools and 11.7% from public schools with special programs in science). The results displayed high content validity with a mean of 4.83 for content validity and an average Aiken's validity coefficient of 0.98. It also highlighted that the test is moderately difficult with the test difficulty of 0.58, as well as, discriminatory with a discriminating level of 0.46. After item classification, 63 items were retained (39 accepted, 24 for revisions) and Chronbach's alpha (a=0.74) indicated good internal consistency. The concept inventory test propounds to be a good classroom test with minor items to be revised. [ABSTRACT FROM AUTHOR]

This study aims to develop a test to measure sixth grade students’ success in ‘Circulatory System’. For this purpose, a draft test containing 22 questions was prepared by the researchers. And then, the draft test was submitted to expert opinion and examined in terms of language and content. Following expert opinions, the 22 multiple-choice questions were administered to 128 seventh graders attended to two different secondary schools. Item analysis was performed in the data and thus, two questions were removed from the draft test. According to the findings, the overall item difficulty value of the 20-question final test was calculated as 0.654, and the item discrimination value was calculated as 0.54. KR-20 reliability coefficient of the test was 0.71. Seven of the questions are at the remembering level. Additionally, there were eight questions at the understanding level and five questions at the analysis level according to Bloom’ revised taxonomy. [ABSTRACT FROM AUTHOR]

Background: Adaptive behavior is an important characteristic of people with intellectual disabilities, and it has been associated with a person's performance in social and work contexts. Indeed, adaptive behavior denotes what a person does independently, without help, support, reminders, or prompts. In Peru, available measures of adaptive behavior are commercial; thus, there is a need for an open-access tool to assess the adaptive behavior of people with intellectual disabilities. For this reason, the aim of the study was to design and develop a new Adaptive Behavior Test Battery for people from 13 to 60 years old with intellectual disabilities who have an interest in being part of the economically active population. Methods: A cross-sectional design was defined, starting with a qualitative approach to designing and constructing the item pool for the test battery. Then, quantitative indexes Aiken's V for content validity and Krippendorff's alpha for inter-observer reliability were estimated, resulting in a first version of the three subscales that comprised the test battery. The initial versions were tested on a sample of 566 persons with intellectual disabilities from two regions of Peru: Lima (Coast) and San Martín (Jungle). The internal structure was analyzed under a factor analysis approach, along with internal consistency measures of reliability. Further analyses of invariance regarding gender, region, and age were carried out. Results: Three observer subscales were proposed: Daily living activities (11 items), Instrumental skills (4 items), and Communication (9 items). All subscales showed excellent psychometric properties denoted by the Aiken's V coefficient, Krippendorff's alpha, factor analysis, internal consistency analysis, and invariance analyses. Conclusion: The developed a new Adaptive Behavior Test Battery is a useful tool for the measurement of adaptive behavior and the monitoring of social and labor inclusion programs for people with intellectual disabilities.

Abstract. This paper describes the process of translation and validation of the adaptation of the Big Five Inventory-2 (BFI-2) in the Croatian language. The translation process from English to Croatian was conducted using a forward and backward translation process. The resulting adaptation was then assessed for structural and construct validity, as well as reliability on a convenience sample of 320 Croatian participants. The results showed good reliability estimates at the domain level and somewhat lower yet satisfying estimates at the facet level. Confirmatory factor analyses (CFAs) supported the proposed hierarchical structure. The BFI-2 domains and facets showed adequate construct validity, estimated via the within- and between-domain correlations of the facet scales. Overall, the preliminary results of the Croatian adaptation are satisfactory and support efforts for further improvement and assessment in a larger sample, adequate for research in personality psychology.

Key digested message An introduction to the International Test Commission (ITC), including an overview of its aims, its services, its key activities, and how RQTU members can join. [ABSTRACT FROM AUTHOR]

For centuries, chemists have researched acid-base reactions and developing numerous different acid-base concepts. Consequentially, it is difficult to teach about acid-base reactions in a clear and conceptually coherent manner. We aim at contributing to teaching about acid-base chemistry by an intervention introducing upper secondary school chemistry students to an acid-base concept that is scientifically appropriate and learner-centred. This modernized version of the Brønsted-Lowry acid-base concept appears sufficiently complex for the target group. Additionally, it emphasizes the donor-acceptor concept and the reaction mechanism. In order to evaluate the gain in declarative knowledge during our intervention, we developed and piloted a multiple-choice knowledge test with Austrian upper secondary students (N = 136). By estimating a Rasch model (WLE-Rel. = 0.63, Infitmin = 0.90, Infitmax = 1.02, Outfitmin = 0.89, Outfitmax = 1.00, d = −0.44–1.8), we constructed a pre-test (11 MC items, 6 open-ended questions) and a post-test (11 MC items, 6 open-ended questions) based on key concepts of the topic for our intervention study (N = 57). Overall, the test proved a reliable tool to estimate learners’ declarative knowledge about acid-base reactions in the course of the intervention study, showing a significant knowledge increase.

Abstract Background The present study aimed to develop and validate the Character Strengths Test 24 (CST24), a simple scale consisting of 24 character strengths represented by one concept word and one sentence each. Three studies were conducted to examine the validation and utility of the CST24 for future research. Methods Three internet-based surveys were conducted in Japan to investigate the psychometric properties of the CST24. Study 1 comprised 846 adults and focused on test development, including the evaluation of well-being and strengths scales, as well as retest reliability. Study 2 involved 1137 high school students and 1101 college undergraduates, aiming to investigate the factor structure of the CST24 and reaffirm its validity by utilizing happiness and meaning in life scales. In Study 3, 524 working adults participated to explore the scale's potential for future research. This study incorporated various psychological scales, such as value orientation, moral foundation, and work-related scales, to assess the utility of the CST24. Results In Study 1, the CST24 items exhibited a well-distributed response pattern, demonstrating favorable retest reliability and internal consistency. Significant positive correlations were found between the CST24 items and measures of subjective well-being, meaning in life, positive self-compassion, and knowledge or utilization of strengths. Study 2 confirmed the stability of the factor structure across diverse sample groups, consistent with prior studies utilizing larger-scale measures. Study 3 identified both core and peripheral strengths, highlighting specific strengths that made substantial contributions to well-being, value orientation, moral foundation, sense of mission, and work-related indices through multiple regression analysis. Conclusion The findings support the reliability and validity of the CST24 as a concise assessment tool for measuring 24 character strengths. Its potential utility for screening and exploratory research warrants attention in future studies, enhancing our understanding of the role of character strengths in various domains.

Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6–9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas “object movement” and “self-movement” Accounting for possible reading difficulties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M = 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equation models were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC “object movement” and PMC “self-movement”, corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for “object movement” and r = 0.76 for “self-movement”. Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education.

Biology education plays a vital role in nurturing the understanding of learners about the intricacy of life. Various efforts have emerged to strengthen learning biological concepts but there were still studies that showed that learners have low mastery in some aspects. To determine how well students understood various biological topics, including human physiology, Concept inventory tests (CIT) were used. The concept inventory test may be able to spot students' misconceptions and ultimately lead to improved comprehension. The crafted CIT developed with the aid of a table of specifications based on Bloom’s taxonomy of cognitive domain was assessed according to its validity and reliability. In validation, content validity and item analysis were considered while reliability test was employed through Cronbach’s alpha. Distractor analysis was also performed to determine possible source of misconception per item. The CIT was administered to 120 senior high school STEM students (50.8% from the private schools, 37.5% in regular public schools and 11.7% from public schools with special programs in science). The results displayed high content validity with a mean of 4.83 for content validity and an average Aiken’s validity coefficient of 0.98. It also highlighted that the test is moderately difficult with the test difficulty of 0.58, as well as, discriminatory with a discriminating level of 0.46. After item classification, 63 items were retained (39 accepted, 24 for revisions) and Chronbach’s alpha (α=0.74) indicated good internal consistency. The concept inventory test propounds to be a good classroom test with minor items to be revised.

Background: Oceanic feelings represent a phenomenological structure of affective sensations that characteristically involve feelings of self-dissolution and feelings of unity and transcendence. This study presents the preliminary version of a self-report instrument to measure individual dispositions toward oceanic feelings in order to enable further research within the concept of primary emotions postulated by Jaak Panksepp. Methods: A first version of the questionnaire was applied to a total sample of 926 German-speaking adults of the general population. After performing item analysis and principal component analysis (PCA) in a first study (N = 300), the questionnaire was shortened. In a second study (N = 626), confirmatory factor analysis (CFA) was conducted and emerged scales were related to the already established instruments for the assessment of primary emotions (BANPS-GL) and Big Five personality traits (BFI-44). Results: The OCEANic scale exhibited reliabilities ranging from Cronbach's a = 0.82 (positive) to a = 0.88 (negative) and plausible correlations with behavioral traits related to the seven affective neurobiological systems (ANGER, FEAR, CARE, SEEK, PLAY, SADNESS, and LUST) as well as with personality factors measured by the Big Five Inventory. For CFA, a bifactorial model with an overall factor demonstrated good fit: RMSEA = 0.00 (90% CI:0.00, 0.03); TLI = 1.00; CFI = 1.00; NFI = 0.99. Discussion: The OCEANic scale enables the operationalization of oceanic feelings comprising two subscales and one total scale. The results indicate good reliability and acceptable factorial validity. Establishment and further validation of the OCEANic scale within future research will be needed to fully understand the role of oceanic feelings within the human affective life, especially the personality trait of spirituality. [ABSTRACT FROM AUTHOR]

Issue: Automatic item generation is a method for creating medical items using an automated, technological solution. Automatic item generation is a contemporary method that can scale the item development process for production of large numbers of new items, support building of multiple forms, and allow rapid responses to changing medical content guidelines and threats to test security. The purpose of this analysis is to describe three sources of validation evidence that are required when producing high-quality medical licensure test items to ensure evidence for valid test score inferences, using the automatic item generation methodology for test development. Evidence: Generated items are used to make inferences about examinees' medical knowledge, skills, and competencies. We present three sources of evidence required to evaluate the quality of the generated items that is necessary to ensure the generated items measure the intended knowledge, skills, and competencies. The sources of evidence we present here relate to the item definition, the item development process, and the item quality review. An item is defined as an explicit set of properties that include the parameters, constraints, and instructions used to elicit a response from the examinee. This definition allows for a critique of the input used for automatic item generation. The item development process is evaluated using a validation table, whose purpose is to support verification of the assumptions related to model specification made by the subject-matter expert. This table provides a succinct summary of the content and constraints that were used to create new items. The item quality review is used to evaluate the statistical quality of the generated items, which often focuses on the difficulty and the discrimination of the correct and incorrect options. Implications: Automatic item generation is an increasingly popular item development method. The generated items from this process must be bolstered by evidence to ensure the items measure the intended knowledge, skills, and competencies. The purpose of this analysis is to describe these sources of evidence that can be used to evaluate the quality of the generated items. The important role of medical expertise in the development and evaluation of the generated items is highlighted as a crucial requirement for producing validation evidence. [ABSTRACT FROM AUTHOR]