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The Academic Intrinsic Motivation Scale (AIMS) measures key components of student intrinsic motivation (IM). We investigate score validity and reliability of a downward extension of the AIMS developed for students in the high school context using a sample of students from the Pacific Northwest region of the United States. Through classical test theory, this study documents the scale's (1) item difficulty and discrimination, (2) underlying factor structure and score reliability via confirmatory factor analysis and omega coefficients, and (3) relationship with the theoretically related variables student retention, achievement, and teamwork ability. Findings support scoring, generalizability, and extrapolation inferences for the downward extension of the AIMS in a high school sample. Implications for additional psychometric validity evidence are discussed.

The use and interpretation of educational and psychological test scores are paramount to individual outcomes and opportunities. Methods for detecting differential item functioning (DIF) are imperative for item analysis when developing and revising assessments, particularly as it pertains to fairness across populations, languages, and cultures. We discuss the practical application of third generation of DIF, which proposes an ecological framework for explaining why DIF occurs using sociological, community, and contextual variables as possible explanations of item responding. We examined school district clusters for DIF through a model-based approach via multilevel logistic regression random-intercept and random-coefficient models to detect racial/ethnic DIF on a youth risk and needs assessment. We demonstrate how the use of district-level administrative data as estimates of student's contextual environments shows promise to understand ecological sources of DIF and DIF variance. The implication of the work progresses DIF research, enhances the approach to understanding item responses, and provides a more accurate understanding of youth development through an ecological framework. Recommendations for practice and future studies are discussed.

Truancy can have a detrimental impact on student outcomes. Risk assessments are used to identify behavioral and emotional problems associated with school truancy. Although imperative for informing decisions about student's welfare, risk assessments generally lack substantial validity evidence. Specifically, supporting score interpretation across cultural groups through measurement invariance (MI) is needed for such assessments. This study examined MI, specifically factor invariance (FI), of the Washington Assessment of the Risks and Needs of Students (WARNS) across African American, Latinx, and Caucasian students using confirmatory factor analysis with traditional FI criteria and the equivalence testing (ET) procedure. Results from traditional criteria suggested that the factor structure is similar across groups. The ET procedure demonstrated minor model misspecifications.

The "Foundational Competencies in Educational Measurement" framework aims to shape the field's future. However, the absence of emerging scholars and graduate students in the task force highlights a gap in representing those most familiar with current educational landscape. As early career scholars, we offer perspectives to enhance this framework by focusing on making educational measurement more inclusive, collaborative, and culturally responsive. Drawing on our diverse backgrounds and experiences, we propose expanding the framework to empower measurement professionals, diversify measurement practices, and integrate ethical considerations. We also advocate for a new visual representation of the framework as a budding plant, symbolizing the organic and evolving nature of foundational skills in educational measurement. This commentary aims to refine the foundational competencies to better prepare future professionals for meaningful, equitable educational contributions. [ABSTRACT FROM AUTHOR]

Background: Oncology databases that integrate genomic and clinical data have become valuable resources for precision medicine. However, the generalizability of these databases has not been comprehensively assessed. Objectives: To describe the demographics, clinical characteristics, treatments, and overall survival of breast cancer cohorts in GENIE‐BPC and three other databases. Methods: This study utilized GENIE‐BPC, SEER, SEER‐Medicare, and Merative MarketScan Research Databases. Women with invasive breast cancer were identified through EHR, cancer registries or ICD‐9/10‐CM codes. The ages were 18+ years or per database requirement. Treatments were based on EHR or HCPCS/NDC codes in claims. Overall survival was estimated as time from diagnosis to death. Results: Of female breast cancer patients in GENIE‐BPC (n = 775), SEER (n = 548 336), SEER‐Medicare (n = 68 914), and Marketscan (n = 109 499) databases, the median ages at initial diagnosis were 44, 62, 74, and 57 years, respectively. A greater proportion of patients in GENIE‐BPC, compared to SEER/SEER‐Medicare, had higher nuclear grades (%III–%IV: 57% vs. 26%/24%), advanced disease stage (%IV: 25.3% vs. 5%/3.6%), percent of triple negative breast cancer (19.7% vs. 10.2%/8.5%), and receipt of chemotherapy (85.0% vs. NA/22.3%). The 1‐, 3‐, and 5‐year overall survival rates were lower in GENIE‐BPC (78.5%, 60.5%, 55.5%) than in SEER (95.8%, 89.5%, 85.5%) and SEER‐Medicare (91.6%, 81.4%, 75.0%). Conclusion: Breast cancer patients in GENIE‐BPC were younger, had more advanced disease, had a higher proportion of triple negative breast cancer and recipients of chemotherapy, and had poorer overall survival. Researchers must use statistical adjustment when extrapolating results (e.g., biomarker prevalence) from GENIE‐BPC to the larger breast cancer population. [ABSTRACT FROM AUTHOR]

The Washington Assessment of Risk and Needs of Students (WARNS) is a brief self-report measure designed for schools, courts, and youth service providers to identify student behaviors and contexts related to school truancy. Empirical support for WARNS item invariance between ethnic groups is lacking. This study examined differential item functioning (DIF) to ensure that items on the WARNS function similarly across groups, especially for groups where truancy rates are highest. The item response theory graded response model was used to examine DIF between Caucasian, African American, and Latinx students. DIF was identified in six items across WARNS domains. The DIF amount and magnitude likely will not influence decisions based on total scores. Implications for practice and suggestions for an ecological framework to explain the DIF results are discussed.

Objective: Modified Mini-Mental State Examination (3MSE) is often used to screen for dementia, but little is known about psychometric validity in American Indians. Methods: We recruited 818 American Indians aged 65–95 for 3MSE examinations in 2010–2013; 403 returned for a repeat examination in 2017–2019. Analyses included standard psychometrics inferences for interpretation, generalizability, and extrapolation: factor analysis; internal consistency-reliability; test-retest score stability; multiple indicator multiple cause structural equation models. Results: This cohort was mean age 73, majority female, mean 12 years education, and majority bilingual. The 4-factor and 2nd-order models fit best, with subfactors for orientation and visuo-construction (OVC), language and executive functioning (LEF), psychomotor and working memory (PMWM), verbal and episodic memory (VEM). Factor structure was supported for both research and clinical interpretation, and factor loadings were moderate to high. Scores were generally consistent over mean 7 years. Younger participants performed better in overall scores, but not in individual factors. Males performed better on OVC and LEF, females better on PMWM. Those with more education performed better on LEF and worse on OVC; the converse was true for bilinguals. All differences were significant, but small. Conclusion: These findings support use of 3MSE for individual interpretation in clinic and research among American Indians, with moderate consistency, stability, reliability over time. Observed extrapolations across age, sex, education, and bilingual groups suggest some important contextual differences may exist. [ABSTRACT FROM AUTHOR]

The Controlled Oral Word Association (COWA) test is used to assess phonemic fluency and executive function. Formal validation of test scores is important for accurate cognitive evaluation. However, there is a dearth of psychometric validation among American Indian adults. Given high burden of dementia risk and key contextual factors associated with cognitive assessments, this represents a critical oversight. In a large, longitudinal population-based cohort study of adult American Indians, we examined several validity inferences for COWA, including scoring, generalization, and extrapolation inferences, by investigation of factor structure, internal consistency, test–retest reliability, and differential test functioning. We found adequate unidimensional model fit, with high factor loadings. Internal consistency reliability and test–retest reliability were 0.88 and 0.77, respectively, for the full group. COWA scores were lowest among the oldest, lowest education, bilingual speakers; group effects for sex and bilingual status were small; age effect was medium; and education effect was largest. However, Wide Range Achievement Test (WRAT) score effect was stronger than education effect, suggesting better contextualization may be needed. These results support interpretation of total COWA score, including across sex, age, or language use strata. [ABSTRACT FROM AUTHOR]

Telangiectatic osteosarcoma is a rare variant of osteosarcoma histologically and clinically similar to hemangiosarcoma (HSA). This case series describes the imaging and cytologic features of four histologically confirmed telangiectatic osteosarcomas, including the use of cytochemical stains. Alkaline phosphatase (ALP) was applied to Wright–Giemsa‐stained cytology slides, and Factor VIII immunohistochemistry was evaluated. Cytologic characteristics included atypical mesenchymal cells with evidence of acute and chronic hemorrhage. Telangiectatic osteosarcoma cases had positive ALP cytochemical staining, while control HSA cases were negative. Factor VIII immunohistochemistry was negative in telangiectatic osteosarcoma and positive in HSA. Cytologic diagnosis of telangiectatic osteosarcoma with positive ALP cytochemical staining can help differentiate this neoplasm from HSA. [ABSTRACT FROM AUTHOR]

Recent research has demonstrated an intersectional approach to the study of differential item functioning (DIF). This approach expands DIF to account for the interactions between what have traditionally been treated as separate grouping variables. In this paper, we compare traditional and intersectional DIF analyses using data from a state testing program (nearly 20,000 students in grade 11, math, science, English language arts). We extend previous research on intersectional DIF by employing field test data (embedded within operational forms) and by comparing methods that were adjusted for an increase in Type I error (Mantel-Haenszel and logistic regression). Intersectional analysis flagged more items for DIF compared with traditional methods, even when controlling for the increased number of statistical tests. We discuss implications for state testing programs and consider how intersectionality can be applied in future DIF research. [ABSTRACT FROM AUTHOR]

Standardized neuropsychological instruments are used to evaluate cognitive impairment, but few have been psychometrically evaluated in American Indians. We collected Montreal Cognitive Assessment (MoCA) in 403 American Indians 70 to 95 years, as well as age, sex, education, bilingual status, depression symptoms, and other neuropsychological instruments. We evaluated inferences of psychometric validity, including scoring inference using confirmatory factor analysis and structural equation modeling, generalizability inference using reliability coefficient, and extrapolation inference by examining performance across different contexts and substrata. The unidimensional (total score) model had good fit criteria. Internal consistency reliability was high. MoCA scores were positively associated with crystallized cognition (ρ = 0.48, p < .001) and inversely with depression symptoms (ρ = −0.27, p < .001). Significant differences were found by education (d = 0.79, p < .05) depression (d = 0.484, p < .05), and adjudicated cognitive status (p = .0001) strata; however, MoCA was not sensitive or specific in discriminating cognitive impairment from normal cognition (area under the curve <0.5). MoCA scores had psychometric validity in older American Indians, but education and depression are important contextual features for score interpretability. Future research should evaluate cultural or community-specific adaptations, to improve test discriminability in this underserved population. [ABSTRACT FROM AUTHOR]

The aim of the study was to identify key factors of water environmental parameters affect shrimp productivities in the mixed mangrove‐shrimp system using multivariate approach. Water quality assessment was conducted at four mangroves stand ages (MAs) of 2–4, 5–7, 9–12 and >12 years old, with two water level (WLs) regimes in the ponds at 0–20 cm and 20–40 cm, and at every interval of 15‐day grow‐out cycle of shrimp in the systems based on the moon. Water quality in the study farms was within the appropriate range for shrimp growth. Mangrove ages affected alkalinity, pH, COD, N‐NO2, N‐NO3 and H2S, but did not influence the rest of water quality parameters. Shrimp productivity had moderate‐to‐fair positive correlation (rp = >0.36 and <0.5; and rp > 0.5) with N‐NH4, N‐NH3, water level on the platform and water level regimes management in the shrimp ponds respectively. The stepwise multiple regression model fitted very well with 19 independent variables (p = 0.0000; R2 = 0.63) and shrimp productivity. The equation of the fitted model is given as: Shrimp productivity = 18.4552 + 2.34394*DO ‐ 1.01044*Salinity ‐ 1.49646*H2S + 2.97012*Water level. [ABSTRACT FROM AUTHOR]