The Development and Evaluation of Procedures to Assess Child Self-report Item Validity     

Woolley ME  Bowen GL  Bowen NK 《Educational and psychological measurement》2006,66(4):687-700

Cognitive pretesting (CP) is an interview methodology for pretesting the validity of items during the development of self-report instruments. The present research evaluates a systematic approach to the analysis of CP data. Materials and procedures were developed to rate self-report item performance with CP interview text data. Five raters were trained in the application of that system. Estimates of inter-rater reliability found acceptable to substantial levels of inter-rater agreement. Results from the present study suggest that excellent inter-rater reliability can be achieved in the evaluation of CP data. Guidelines for systematically rating the qualitative data collected using CP methods are provided. Future research should focus on empirical demonstrations of how such rating procedures can lead to improvements in self-report instruments.  相似文献   

Using Assignments to Redefine Employer Relationships          下载免费PDF全文

Natasha A. Jankowski  Jason A. Tyszko 《Assessment Update》2017,29(4):10-13

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Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic     

Nalini Pather  Phil Blyth  Jamie A. Chapman  Manisha R. Dayal  Natasha A.M.S. Flack  Quentin A. Fogg  Rodney A. Green  Anneliese K. Hulme  Ian P. Johnson  Amanda J. Meyer  John W. Morley  Peter J. Shortland  Goran Štrkalj  Mirjana Štrkalj  Krisztina Valter  Alexandra L. Webb  Stephanie J. Woodley  Michelle D. Lazarus 《Anatomical sciences education》2020,13(3):284-300

Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.  相似文献   

Assessment that Matters: Reflecting on the Past Ten Years          下载免费PDF全文

Natasha A. Jankowski  Gianina Baker  Jillian Kinzie 《Assessment Update》2018,30(2):8-12

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Physical,physiological, and technical demands of national netball umpires at different competition levels     

Kirsten Spencer  Natasha Paget  Andrew Kilding 《Journal of sports sciences》2020,38(14):1660-1665

ABSTRACT

To compare demands of national netball umpires between levels of competition, 22 Netball New Zealand high-performance umpires participated in this investigation. These included from highest to lowest standard: 9 × semi-professional ANZ Championships (ANZC); 6 × National A Squad (NZA); and 7 × National Development Squad (DEV). Physical (global positioning system tri-axial accelerometry), physiological (heart rate) and technical (video analysis) demands were determined for 48 (16 per group) umpire match performances. Level of competition had no significant effect on physical or mean physiological demands. However, ANZC umpires spent a lower proportion of time at low heart rates compared to DEV, and a greater proportion of time at high, rather than moderate, heart rates compared to NZA. Compared to lower standard umpires, ANZC spent lesser proportions of time standing but greater proportions of time walking backwards and sideways, and turning to change direction. Furthermore, ANZC umpires spent lower proportions of time jogging, but greater proportions of time sprinting compared to DEV. Finally, ANZC umpires spent longer mean durations than DEV on the goal third side line. As such, the difference in demands experienced by national netball umpires between levels of competition is more technical than physical or physiological.  相似文献   

Stretching the boundaries of international and intercultural communication research     

Sunny Lie  Natasha Shrikant 《Journal of International and Intercultural Communication》2019,12(2):105-110

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The feasibility of fundamental movement skill assessments for pre-school aged children     

Brooke Klingberg  Natasha Schranz  Lisa M. Barnett  Verity Booth  Katia Ferrar 《Journal of sports sciences》2019,37(4):378-386

Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of “fundamental movement skills” and “pre-school children”. Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as ‘poor = 1?, ‘average = 2? and ‘good = 3?; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12–14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.  相似文献   

Is three-dimensional anthropometric analysis as good as traditional anthropometric analysis in predicting junior rowing performance?     

Schranz N  Tomkinson G  Olds T  Petkov J  Hahn AG 《Journal of sports sciences》2012,30(12):1241-1248

Abstract With the use of three-dimensional whole body scanning technology, this study compared the 'traditional' anthropometric model [one-dimensional (1D) measurements] to a 'new' model [1D, two-dimensional (2D), and three-dimensional (3D) measurements] to determine: (1) which model predicted more of the variance in self-reported best 2000-m ergometry rowing performance; and (2) what were the best anthropometric predictors of ergometry performance, for junior rowers competing at the 2007 and 2008 Australian Rowing Championships. Each rower (257 females, 16.3?±?1.4 years and 243 males, 16.6?±?1.5 years) completed a performance and demographic questionnaire, had their mass, standing and sitting height physically measured and were landmarked and scanned using the Vitus Smart? 3D whole body scanner. Absolute and proportional anthropometric measurements were extracted from the scan files. Partial least squares regression analysis, with anthropometric measurements and age as predictor variables and self-reported best 2000-m ergometer time as the response variable, was used to first compare the two models and then to determine the best performance predictors. The variance explained by each model was similar for both male [76.1% (new) vs. 73.5% (traditional)] and female [72.3% (new) vs. 68.6% (traditional)] rowers. Overall, absolute rather than proportional measurements, and 2D and 3D rather than 1D measurements, were the best predictors of rowing ergometry performance, with whole body volume and surface area, standing height, mass and leg length the strongest individual predictors.  相似文献   

Using technology to engage students with learning disabilities     

Natasha Ellis 《Educational Psychology in Practice》2017,33(2):225-226

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Infants' Selective Attention to Reliable Visual Cues in the Presence of Salient Distractors     

Kristen Swan Tummeltshammer  Denis Mareschal  Natasha Z. Kirkham 《Child development》2014,85(5):1981-1994

With many features competing for attention in their visual environment, infants must learn to deploy attention toward informative cues while ignoring distractions. Three eye tracking experiments were conducted to investigate whether 6‐ and 8‐month‐olds (total N = 102) would shift attention away from a distractor stimulus to learn a cue–reward relation. While 8‐month‐olds showed evidence of increasingly selective attention toward the predictive cues, even when the distractors were highly salient, 6‐month‐olds shifted attention toward the predictive cues only when the distractors were equally (not more) engaging. These experiments suggest that attention in infancy is highly dependent on the relative weightings of predictiveness and visual salience, which may differ across development and context.  相似文献