A scale to measure educators’ musical skills in early childhood education     

《Studies in Educational Evaluation》2021

Evaluating skills of students training to become teachers in early childhood education (ECE) is a key measure to improve their training and, subsequently, to bring about improvements in the way they train their pupils. No research literature specifically describing a scale designed to measure educators’ musical skills at the ECE level has been previously published. In view of this lack, we carried out the customary procedures for designing and validating a psychological measurement scale: on the basis of a sample of university students (n = 209), we created a valid, reliable tool that allows researchers to evaluate and quantify how teacher trainees perceive their own musical skills. By applying EFA, Parallel Analysis, and CFA, we observed the emergence of four differentiated categories distributed along 25 items in the questionnaire’s final version. To improve and refine this tool, further research and study replication in a series of different educational contexts would be required.  相似文献   

Validating the Watson Glaser Critical Thinking Appraisal     

Karma El Hassan  Ghida Madhum 《Higher Education》2007,54(3):361-383

This study validated the Watson Glaser Critical Thinking Appraisal (WGCTA) on a sample of 273 private university students in Lebanon. For that purpose, evidence for construct validation was investigated through identifying the test’s factor structure and subscale total correlations, in addition to differences in scores by gender, different levels, and streams using a series of ANOVA tests. Evidence for the test’s reliability and concurrent validity was also collected. Moreover, students in five courses that emphasize critical thinking were pre–post tested using the WGCTA. Exploratory factor analysis revealed a unidimensional factor while results showed no significant differences in scores on the WGCTA between males and females or between students at different levels except for graduate students in the Business stream. Furthermore, results revealed significant differences for the senior students between different streams. Finally, results showed no statistically significant changes in the mean scores of students who were pre- and post-tested except for nursing students. The test’s significant correlations with various criterion measures provided evidence of its convergent and divergent validities. The results were discussed in terms of the nature of the construct itself, and the effects of training and effective instructional strategies on growth of critical thinking. Recommendations for future research were proposed.  相似文献   

The development and validation of the student engagement scale in an Ethiopian university context     

Tefera Tadesse  Catherine E. Manathunga  Robyn M. Gillies 《高等教育研究与发展》2018,37(1):188-205

This paper is positioned to make a sound contribution to knowledge of higher education (HE) quality through its study of student engagement in a large university in Ethiopia. We establish that the assessment of student engagement is a valid facet in determining HE quality, contributing holistically alongside quality assurance and university rankings. The authors present an example of this through reporting on a statistical analysis of an adjustment of the Australasian Survey of Student Engagement survey and its administration in the Ethiopian university. The results of factor analysis illustrate empirical support for the nine-factor engagement scale and a number of associated factors related to student demographics and university experience. The results of the multi-validation approach provide specific guidelines to universities using this approach to evaluate the validity and reliability of this construct. The paper provides a supporting tool that can be used by other universities to assist in the evaluation of students’ engagement with their undergraduate programmes.  相似文献   

A validation framework for science learning progression research     

Hui Jin  Peter van Rijn  John C. Moore  Malcolm I. Bauer  Yamina Pressler  Nissa Yestness 《International Journal of Science Education》2019,41(10):1324-1346

This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts.  相似文献   

Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms     

Tia Navelene Barnes  Christina Cipriano  Lisa Flynn  Susan E. Rivers  Wei Xu 《Journal of Experimental Education》2019,87(3):415-429

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Assessing the Validity of a Stage Measure on Physical Activity in a Population-Based Sample of Individuals With Type 1 or Type 2 Diabetes     

Ronald C. Plotnikoff  Sonia Lippke  Melissa Reinbold-Matthews  Kerry S. Courneya  Nandini Karunamuni  Ronald J. Sigal 《Measurement in physical education and exercise science》2013,17(2):73-91

This study was designed to test the validity of a transtheoretical model's physical activity (PA) stage measure with intention and different intensities of behavior in a large population-based sample of adults living with diabetes (Type 1 diabetes, n?=?697; Type 2 diabetes, n?=?1,614) and examine different age groups. The overall specificity (classified correctly as inactive) for Type 1 diabetes was 69.3% based on the percentage of individuals in precontemplation, contemplation, and preparation not meeting Canada's PA guidelines. Sensitivity (classified correctly as active) was 82.5% based on the proportion of active participants in action and maintenance. In the Type 2 diabetes group, the overall specificity and sensitivity was 63.9% and 88.2%, respectively. No significant differences were found between the diabetes groups for stage distribution patterns, and sensitivity and specificity values. The majority of the study hypotheses related to intention and behaviors were confirmed, providing further supportive evidence for the utility of this PA staging measure for the diabetes population.  相似文献   

Considerations of force plate transitions on centre of pressure calculation for maximal velocity sprint running     

Timothy A. Exell  Marianne J.R. Gittoes  Gareth Irwin  David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):532-541

The aims of this study were to evaluate the accuracy of centre of pressure (COP) data obtained during transition of load across the boundary between two force plates, and secondly to examine the effect of such COP data on joint kinetics during sprint running performances. COP data were collected from two piezoelectric force plates as a trolley wheel was rolled across the boundary between the plates. Position data for the trolley were collected using an opto-electronic motion analysis system for comparison with COP data. Mean COP errors during transition across the plate boundary were 0.003 ± 0.002 m relative to a control point. Kinematic and kinetic data were also collected from eight athletes during sprint running trials to demonstrate the sensitivity of the inverse dynamics analysis to COP error for the ground contact phase of the dynamic movement trials. Kinetic sensitivity to the COP error was assessed during the entire stance phase for the ankle, knee, and hip joints and was less than 5% and 3% for joint moment and power data, respectively. Based on the small COP error during transition across plate boundaries, it is recommended that foot contacts overlapping two force plates may be included in inverse dynamics analyses.  相似文献   

Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ)   总被引：1，自引：0，他引：1  

Allan Walker  Darren A. Bryant 《教育心理学》2016,36(10):1845-1867

The Learner Profile (LP) frames International Baccalaureate (IB) learning outcomes across the three programme levels and, as such, plays a key role in measuring the success of the rapidly growing number of IB schools in the Asia-Pacific Region. Our aim was to develop an instrument to measure the IBLP and validate the instrument through a series of psychometric procedures. Results showed solid construct validity and measurement reliability, alongside content validity from our Delphi studies and cross-validation with different samples. Given the growing number of IB schools in the Asia-Pacific, we believe that the development of the IBLP questionnaire (IBLPQ) contributes to the international research community and educators interested in exploring the relationship between student outcomes and the LP. Importantly, given the current absence of systematically designed and tested survey instruments to measure the LP, we expect the IBLPQ will become a key initial resource for a wide range of stakeholders.  相似文献   

分析方法检出限的确定   总被引：7，自引：0，他引：7  

吕涛  冯奇  史利涛  王新 《漯河职业技术学院学报》2007,(4)

对检出限的定义进行了阐述,并且对国内外各种检出限确定方法进行了介绍与比较,总结出适合水质分析的检出限确定方法,为水质分析方法中的检出限与测定下限验证提供了依据。  相似文献   

Alternative vocabularies in the test validity literature     

Keith A. Markus 《Assessment in Education: Principles, Policy & Practice》2016,23(2):252-267

Justification of testing practice involves moving from one state of knowledge about the test to another. Theories of test validity can (a) focus on the beginning of the process, (b) focus on the end or (c) encompass the entire process. Analyses of four case studies test and illustrate three claims: (a) restrictions on validity entail a supplement required to obtain justification from validity. (b) Rationales for restrictions assume particular contexts. (c) Claims can be translated between contrasting vocabularies. Implications for consumers of test validity theory include encouragement to focus on content instead of form and to write and read mindfully of the multiplicity of validity vocabularies. Implications for producers of test validity theory include encouragement to consider multiple reconstructions of a particular theory of test validity, clearly distinguish validity theories from validity definitions, and focus on contributing arguments that constrain possible theories rather than contributing definitions or broad frameworks.  相似文献