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Drummond, Aaron; Sweeney, Trudy – British Journal of Educational Technology, 2017
In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) (Chai, Koh, & Tsai, 2013a; Harris, Mishra, & Koehler, 2009; Mishra & Koehler, 2006). A…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Measures (Individuals), Correlation
Lambert, Matthew C.; January, Stacy-Ann A.; Gonzalez, Jorge E.; Epstein, Michael H.; Martin, Jodie – Journal of Psychoeducational Assessment, 2021
The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between…
Descriptors: Behavior Rating Scales, Test Validity, Construct Validity, Student Behavior
Eisenberg, Sarita L.; Guo, Ling-Yu – Language, Speech, and Hearing Services in Schools, 2018
Purpose: This report investigated the validity of using percent grammatical responses (PGR) as a measure for assessing grammaticality. To establish construct validity, we computed the correlation of PGR with another measure of grammar skills and with an unrelated skill area. To establish concurrent validity for PGR, we computed the correlation of…
Descriptors: Grammar, Construct Validity, Correlation, Preschool Children
Stankov, Lazar; Lee, Jihyun; von Davier, Matthias – Journal of Psychoeducational Assessment, 2018
We examine construct validity of the anchoring method used with 12 noncognitive scales from the Programme for International Student Assessment (PISA) 2012 project. This method combines individuals' responses to vignettes and self-rated scores based on Likert-type items. It has been reported that the use of anchoring vignettes can reverse…
Descriptors: Construct Validity, Measurement Techniques, Vignettes, Likert Scales
Lev, Sagit; Ayalon, Liat – Research on Social Work Practice, 2018
Objective: To describe the quantitative validation of a unique questionnaire to measure moral distress among social workers in long-term care facilities in Israel. Method: Overall, 216 long-term care facilities' social workers took part in the pilot study that included psychometric evaluation and construct validation. Moral distress was examined…
Descriptors: Moral Values, Social Work, Emotional Disturbances, Intervention
Ahmadi Shirazi, Masoumeh – SAGE Open, 2019
Threats to construct validity should be reduced to a minimum. If true, sources of bias, namely raters, items, tests as well as gender, age, race, language background, culture, and socio-economic status need to be spotted and removed. This study investigates raters' experience, language background, and the choice of essay prompt as potential…
Descriptors: Foreign Countries, Language Tests, Test Bias, Essay Tests
Saeed, Karwan Mustafa; Ismail, Shaik Abdul Malik Mohamad; Eng, Lin Siew – International Journal of Instruction, 2019
This study was primarily aimed at developing an English-speaking proficiency test and analytic rubrics designed to measure speaking proficiency of Malaysian undergraduates. On the basis of Littlewood's Methodological Framework and Long's Interaction Hypothesis, the researchers derived three speaking tasks from four sources: (a) syllabus of the…
Descriptors: Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language)
Yao, Yuan – ProQuest LLC, 2019
Under the framework of item response theory (IRT) and generalizability (G-) theory, this study examined the effects of item difficulty on rating reliability and construct validity on both the constructed-response (CR) items and essay items on English examinations. The data collected for this study were students' scores and responses on the two…
Descriptors: Foreign Countries, College Students, Second Language Learning, English (Second Language)
Rowe, Elizabeth; Asbell-Clarke, Jodi; Almeda, Mia; Gasca, Santiago; Edwards, Teon; Bardar, Erin; Shute, Valerie; Ventura, Matthew – International Journal of Computer Science Education in Schools, 2021
The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). The validation studies of IACT sampled thousands of students to establish IACT's construct and concurrent validity as well as test-retest reliability. IACT items for each CT practice…
Descriptors: Puzzles, Logical Thinking, Thinking Skills, Construct Validity
Bråten, Ivar; Brandmo, Christian; Kammerer, Yvonne – Journal of Educational Computing Research, 2019
The purpose of this study was to validate a new inventory designed to measure epistemic beliefs concerning the justification of knowledge claims encountered on the Internet. Confirmatory factor analysis of the scores of 394 preservice teachers showed that a three-factor model including justification by authority, justification by multiple sources,…
Descriptors: Epistemology, Factor Analysis, Internet, Construct Validity
Diaz, Gisela M. – ProQuest LLC, 2017
Although temporal issues affecting organizations and leaders have been researched, time orientation (preference for one or more of the present, past, and future time frames) and visioning ability of change agents within organizations remain open for additional investigation. This exploratory survey study compared self-reported time orientation…
Descriptors: Community Colleges, Time Perspective, Administrators, College Faculty
Schmidgall, Jonathan; Oliveri, Maria Elena; Duke, Trina; Grissom, Elizabeth Carter – ETS Research Report Series, 2019
One of the most critical steps in the test development process is defining the construct, or the knowledge, skills, or abilities, to be assessed. This foundational step provides the basis for initial assumptions about the meaning of test scores and serves as a reference for subsequent validity research. In this paper, we describe the purpose of…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Language Proficiency
McRae, Lamerial; Gonzalez, Jennifer E.; Dominguez, Vanessa; Daire, Andrew Patrick; Liu, Xun – Measurement and Evaluation in Counseling and Development, 2018
We examined the construction for a modified Acceptance of Couple Violence (ACV) scale administered to lesbian, gay, bisexual, transgender, and queer college students (N = 266) measuring intimate partner violence. We ran an exploratory and confirmatory factor analysis; results identified 1 factor for the instrument explaining 76% of the variance in…
Descriptors: Factor Analysis, Test Construction, Questionnaires, Measures (Individuals)
Benson, Nicholas F.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2018
This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…
Descriptors: Construct Validity, Rating Scales, Academically Gifted, Preschool Children
Huang, Lan – ProQuest LLC, 2015
It is widely believed that subscores can give us more information about an examinee. Thus they can be useful in planning instructional and remedial efforts, or making vocational or academic placement decisions. However, past research has shown that subscores are often not as useful as hoped either because they do not have high reliability or…
Descriptors: Children, Intelligence Tests, Scores, Reliability