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The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male. Data analysis included descriptive analysis, intraclass correlation, exploratory structural equation modeling (ESEM), confirmatory factorial analysis, correlations between the short and long form corrected for the shared error variance, gender measurement invariance, reliability using congeneric correlated factors, and correlations with academic achievement for the class as unit with an analysis following a multisection design. Results showed four highly correlated factors that do not exclude a general factor, with an excellent fit to data; configural, metric, and scalar gender measurement invariance; high reliability for both the long and short scale and subscales; high short and long-form scale correlations; and moderate but significant correlations between the long and short versions of the scales with academic performance, with individual and aggregate data collected from classes or sections. To conclude, this work shows the possibility of developing student evaluation of teaching scales with a short form scale, which maintains the same high reliability and validity indexes as the longer scale.

The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male. Data analysis included descriptive analysis, intraclass correlation, exploratory structural equation modeling (ESEM), confirmatory factorial analysis, correlations between the short and long form corrected for the shared error variance, gender measurement invariance, reliability using congeneric correlated factors, and correlations with academic achievement for the class as unit with an analysis following a multisection design. Results showed four highly correlated factors that do not exclude a general factor, with an excellent fit to data; configural, metric, and scalar gender measurement invariance; high reliability for both the long and short scale and subscales; high short and long-form scale correlations; and moderate but significant correlations between the long and short versions of the scales with academic performance, with individual and aggregate data collected from classes or sections. To conclude, this work shows the possibility of developing student evaluation of teaching scales with a short form scale, which maintains the same high reliability and validity indexes as the longer scale. [ABSTRACT FROM AUTHOR]

The Children's Perception of the Interparental Conflict Scale (CPIC) and The Security in the Interparental Subsystem (SIS) are two widely used scales capturing (a) children's perception of the interparental conflict properties and (b) children's reactions to the conflict. The aims of this study were to validate the part of CPIC measuring children's perception of the conflict (CPIC-properties) and a modified SIS-version in a Scandinavian context and to develop concise short versions of the scales. Confirmatory factor analyses (CFA) were used to analyze the underlying factor structure of the full and short versions of the scales in a sample of N = 393 children and youth aged 10-15 years old (M age = 11.1, SD = 0.5; 52.2% girls). Regression analyses were used in creating the short scales and in investigating the predictive strengths of the short versions. The full and short versions of the CPICproperties and the modified SIS had excellent fit according to a two level model (CPICproperties) and a three-level model (modified SIS). The CPIC-properties was reduced from 25 items to 17 items and the modified SIS was reduced from 38 items to 17 items. The internal consistencies of both long and short versions were satisfactory. The predictive strengths of the short subscales were comparable to the full subscales'. The findings support the validity of the full and short versions of the CPIC-properties and the modified SIS. The advantages of the short versions are discussed; these scales should be validated in future studies. [ABSTRACT FROM AUTHOR]