Journal articles: 'Multimethod Assessment'

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Nygren, Marianne. "Multimethod Clinical Assessment." Rorschachiana 36, no. 1 (April 2015): 107–9. http://dx.doi.org/10.1027/1192-5604/a000066.

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Lewis, Katie C., and Jeremy M. Ridenour. "The Integration of EMA and Single-Occasion Multimethod Assessment Data for a Complex Psychiatric Patient." Assessment 27, no. 7 (January 24, 2019): 1532–46. http://dx.doi.org/10.1177/1073191118825313.

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The utilization of multimethod assessment approaches can provide comprehensive information regarding daily interpersonal and personality functioning, increasing opportunities to guide treatment planning in a more personalized, evidence-based manner. The routine implementation of multimethod assessment within clinical settings, however, remains rare, and there are few studies that have reviewed the clinical utility of multimethod assessment. Our goal in this study was to analyze multimethod data collected from a single research subject enrolled in residential treatment in order to illustrate the process of integrating data across both single-occasion (e.g., self-report, performance-based, and behavioral tests) and multitimepoint (ecological momentary assessment of interpersonal experiences) dimensions. Results revealed both areas of convergence and divergence across measures, enabling the development of a complex clinical formulation that sharpened diagnostic considerations and contributed valuable insights to treatment planning. Our findings provide support for the value of incorporating multimethod assessment into routine clinical practice.

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Cleveland, J., M. Chikindas, and T. J. Montville. "Multimethod assessment of commercial nisin preparations." Journal of Industrial Microbiology & Biotechnology 29, no. 5 (November 2002): 228–32. http://dx.doi.org/10.1038/sj/jim/7000315.

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Cleveland, J., M. Chikindas, and T. J. Montville. "Multimethod assessment of commercial nisin preparations." Journal of Industrial Microbiology and Biotechnology 29, no. 5 (November 1, 2002): 228–32. http://dx.doi.org/10.1038/sj.jim.7000315.

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Lammers, Frank, and Heinz Holling. "Beobachterrotation und die Konstruktvalidität des Assessment Centers." Zeitschrift für Differentielle und Diagnostische Psychologie 21, no. 4 (December 2000): 270–78. http://dx.doi.org/10.1024//0170-1789.21.4.270.

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Zusammenfassung: Seit Sackett und Dreher ihre «some troubling empirical findings» 1982 veröffentlichten, wurde die Konstruktvalidität des Assessment Centers immer wieder in Frage gestellt. Eine Reihe von Multitrait-Multimethod Analysen zeigten immer wieder, daß konvergente und diskriminante Validität für das Assessment Center nicht in ausreichendem Umfang vorhanden sind. Diese Ergebnisse könnten, zumindest teilweise, auf formale Bedingungen des Assessment Centers zurückzuführen sein. Die für das Assessment Center typische Beobachterrotation findet keine ausreichende Berücksichtigung im Multitrait-Multimethod Auswertungsschema. Die Monotrait-Heteromethod sowie die Heterotrait-Heteromethod Korrelationen werden bei einer üblicherweise nicht perfekten Interraterreliabilität durch die Beobachterrotation verkleinert, während die Heterotrait-Monomethod Korrelationen davon unberührt bleiben. Dieser Effekt kann nicht durch eine Minderungskorrektur genau vorhergesagt werden. In einer zweigeteilten Studie zeigen wir im ersten Teil anhand eines speziellen Zuordnungsschemas die Auswirkungen der Beobachterrotation auf die verschiedenen Kennwerte der Multitrait-Multimethod Analyse. Danach berichten wir im zweiten Teil von Assessment Centern in einem Unternehmen, in denen eine ähnliche Auswertungsmöglichkeit wie in der Studie bestand. Diese Assessment Center bestätigten die Resultate aus dem ersten Teil der Studie: Ohne Beobachterrotation verbessern sich die Kennwerte zur konvergenten und diskriminanten Validität.

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Janssens, Jan M. A. M., Eric E. J. De Bruyn, Willeke A. Manders, and Ron H. J. Scholte. "The Multitrait-Multimethod Approach in Family Assessment." European Journal of Psychological Assessment 21, no. 4 (January 2005): 232–39. http://dx.doi.org/10.1027/1015-5759.21.4.232.

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Abstract. A questionnaire and two observation methods were used to assess the parent-child relationship constructs Warmth, Hostility, Respect for Autonomy, and Setting Limits. Family members (father, mother, and one child) were asked to assess each of the other family members on these constructs. The family members were observed during an interaction task and their behavior toward each of the other family members was coded on these constructs, using global ratings and microcodes. The children's problem behavior was rated by both parents. A multitrait-multimethod approach was followed in analyzing the data and interpreting the criterion validity of the relationship measures. Method-variance overshadowed trait-variance and presumably also explained the moderate criterion validity of the questionnaire and the behavior rating method.

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Sheehan, Eugene P. "A Multimethod Assessment of the Psychology Major." Teaching of Psychology 21, no. 2 (April 1994): 74–78. http://dx.doi.org/10.1207/s15328023top2102_2.

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This article describes a multimethod assessment of psychology student outcomes. Nineteen goals and objectives for psychology majors were identified. Attainment of these goals was measured by a multiple-choice test, senior and alumni surveys, a capstone course, and nonintrusive methods. I describe changes in the psychology program that were prompted by the assessment results.

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Schwartz, Robert M., and Gregory L. Garamoni. "Cognitive assessment: A multibehavior-multimethod-multiperspective approach." Journal of Psychopathology and Behavioral Assessment 8, no. 3 (September 1986): 185–97. http://dx.doi.org/10.1007/bf00959831.

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Shapiro, Jeremy P., Myra Leifer, Mary W. Martone, and Layla Kassem. "Multimethod Assessment of Depression in Sexually Abused Girls." Journal of Personality Assessment 55, no. 1-2 (September 1990): 234–48. http://dx.doi.org/10.1080/00223891.1990.9674063.

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Orduna, Marta, Cesar Diaz, Lara Munoz, Pablo Perez, Ignacio Benito, and Narciso Garcia. "Video Multimethod Assessment Fusion (VMAF) on 360VR Contents." IEEE Transactions on Consumer Electronics 66, no. 1 (February 2020): 22–31. http://dx.doi.org/10.1109/tce.2019.2957987.

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Richardson, G., M. Scher, and N. Day. "Multimethod approach to assessment of prenatal alcohol exposure." Infant Behavior and Development 9 (April 1986): 302. http://dx.doi.org/10.1016/s0163-6383(86)80307-1.

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Silva, Edgar M., and Ricardo Jardim-Goncalves. "IoT Ecosystems Design: A Multimethod, Multicriteria Assessment Methodology." IEEE Internet of Things Journal 7, no. 10 (October 2020): 10150–59. http://dx.doi.org/10.1109/jiot.2020.3011029.

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Shapiro, Jeremy, Myra Leifer, Mary Martone, and Layla Kassem. "Multimethod Assessment of Depression in Sexually Abused Girls." Journal of Personality Assessment 55, no. 1 (September 1, 1990): 234–48. http://dx.doi.org/10.1207/s15327752jpa5501&2_23.

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Sheeber, Lisa, and Erik Sorensen. "Family relationships of depressed adolescents: A multimethod assessment." Journal of Clinical Child Psychology 27, no. 3 (September 1998): 268–77. http://dx.doi.org/10.1207/s15374424jccp2703_4.

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Majdandžić, Mirjana, and Dymphna C. van den Boom. "Multimethod Longitudinal Assessment of Temperament in Early Childhood." Journal of Personality 75, no. 1 (February 2007): 121–68. http://dx.doi.org/10.1111/j.1467-6494.2006.00435.x.

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Reynold, William M., Gail Anderson, and Nina Bartell. "Measuring depression in children: a multimethod assessment investigation." Journal of Abnormal Child Psychology 13, no. 4 (December 1985): 513–26. http://dx.doi.org/10.1007/bf00923138.

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Englert, Paul, Duncan J. R. Jackson, and Marco van Gelderen. "A Critical Examination of the Internal Consistency of Competencies Assessed Across Multiple Methods." Australian and New Zealand Journal of Organisational Psychology 4 (April 1, 2011): 11–19. http://dx.doi.org/10.1375/ajop.4.1.11.

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AbstractCompetency models represent a popular concept that is widely applied in such areas as human resource selection, performance management, employee development, and job analysis. Despite widespread popularity and applied use, little is known about the measurement properties of competencies and whether they can reasonably be used to provide meaningful feedback or as a basis for employment decisions. The present study evaluated the internal consistency of multimethod competency scores obtained from a developmental assessment centre. A total of 214 managers participated in this study. Results suggested that there was virtually no support for the idea that multimethod-derived competencies could be regarded as meaningful, internally consistent, underlying characteristics. The article argues that competency models that employ multimethod approaches merely provide a semantic framework for conveying the complexity of a person specification, a framework which is qualitative not quantitative. These findings are discussed in relation to their implications for behavioral assessment in employment.

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Ji, Ying. "Embedding and Facilitating Intercultural Competence Development in Internationalization of the Curriculum of Higher Education." Journal of Curriculum and Teaching 9, no. 3 (July 14, 2020): 13. http://dx.doi.org/10.5430/jct.v9n3p13.

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This paper attempts to analyze how to embed and facilitate intercultural competence development in the process of internationalizing the curriculum of higher education institutions. Specific learning outcomes, effective pedagogical intervention and multimethod assessment are critical components for developing students’ intercultural competence in an internationalized curriculum. The learning outcome statements need to be realistic, concrete, and measurable. Elements that determine the quality of intercultural contact, coupled with the personality and biography of the students should be considered when implementing the learning activities. Multimethod assessment is suggested for providing a comprehensive picture for the progressive development of intercultural competence. And it is equally necessary to make sure that the assessment criteria align with the specific learning outcomes and learning activities.

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Schellenbach, Cynthia J., Penelope K. Trickett, and Elizabeth J. Susman. "A Multimethod Approach to the Assessment of Physical Abuse." Violence and Victims 6, no. 1 (January 1991): 57–73. http://dx.doi.org/10.1891/0886-6708.6.1.57.

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Numerous and heterogeneous symptoms of maladjustment have been documented among victims of physical abuse. Much of the well-controlled, theoretically guided research is rooted in methodology designed to search for group differences between abused children and a comparison group. Given the recognized methodological problems in constructing appropriate comparison groups for abused children, this study is designed to examine alternative methodological approaches. The purpose of the study is to utilize a case study to illustrate the utility of a multimethod approach to highlight intraindividual variation in the impact of abuse. This study of physically abused twin boys demonstrates that differential patterns of findings are revealed by standardized assessment in comparison to behavioral observation. The results underscore intraindividual variation in the impact of abuse. It is suggested that innate temperamental factors interact with parent-child interaction patterns to account for such intraindividual variation.

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Fantini-Hauwel, C., A. H. Boudoukha, and T. Arciszewski. "Adult attachment and emotional awareness impairment: a multimethod assessment." Socioaffective Neuroscience & Psychology 2, no. 1 (January 2012): 10744. http://dx.doi.org/10.3402/snp.v2i0.10744.

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Kring, Ann M., Murray Alpert, John M. Neale, and Philip D. Harvey. "A multimethod, multichannel assessment of affective flattening in schizophrenia." Psychiatry Research 54, no. 2 (November 1994): 211–22. http://dx.doi.org/10.1016/0165-1781(94)90008-6.

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Schippmann, Jeffery S., and Erich P. Prien. "Psychometric Evaluation of an Integrated Assessment Procedure." Psychological Reports 59, no. 1 (August 1986): 111–22. http://dx.doi.org/10.2466/pr0.1986.59.1.111.

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The identification of supervisory and management potential has been an issue of priority in personnel selection for at least the past 40 years. Consequently, a wide variety of procedures have been developed and researched. A recently proposed method is the Brush and Schoenfeldt (1980) integrated assessment approach. Such an assessment system was developed and implemented at a southeast steel plant. A multitrait-multimethod-multirater analysis was used to assess the convergent and discriminant validity of the integrated assessment judgments. The results supported the use of the procedure for supervisors but not self-assessments. In each case, some evidence for convergent and discriminant validity was obtained. These results suggest that integrated assessment judgments of job skills possess the psychometric properties necessary for operational use.

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Kuehn, Kate. "ASSESSMENT STRATEGIES FOR EDUCATIONAL WARGAMES." Journal of Advanced Military Studies 12, no. 2 (September 7, 2021): 139–53. http://dx.doi.org/10.21140/mcuj.20211202005.

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Purposeful integration of assessment within educational wargame design is increasingly essential as military education expands those activities within its curriculum. This multimethod case study examines key challenges and strategies for assessment within educational wargaming practice. Drawing insights from faculty interviews, academic documents, and faculty meeting observations, the study identifies six key assessment challenges: gamesmanship, lack of control, multiple faculty roles, receptiveness to feedback, evaluation of individuals in teams, and fairness of evaluation. It then discusses how experienced faculty mitigate these challenges throughout the assessment design process from identifying outcomes to ensuring the quality of evaluation.

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D'Mello, Sidney K., Scotty D. Craig, and Art C. Graesser. "Multimethod assessment of affective experience and expression during deep learning." International Journal of Learning Technology 4, no. 3/4 (2009): 165. http://dx.doi.org/10.1504/ijlt.2009.028805.

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Cortese, Anthony. "The Internal Consistency of Moral Reasoning: A Multitrait-Multimethod Assessment." Journal of Psychology 121, no. 4 (July 1987): 373–86. http://dx.doi.org/10.1080/00223980.1987.9712678.

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PRINSTEIN, MITCHELL J., MATTHEW K. NOCK, ANTHONY SPIRITO, and W. L. GRAPENTINE. "Multimethod Assessment of Suicidality in Adolescent Psychiatric Inpatients: Preliminary Results." Journal of the American Academy of Child & Adolescent Psychiatry 40, no. 9 (September 2001): 1053–61. http://dx.doi.org/10.1097/00004583-200109000-00014.

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Diener, Marc J., and Mark J. Hilsenroth. "Multimethod Validity Assessment of the SWAP-200 Dysphoric Q-Factor." Journal of Nervous and Mental Disease 192, no. 7 (July 2004): 479–86. http://dx.doi.org/10.1097/01.nmd.0000131806.40319.0b.

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Riese, M. L., R. S. Wilson, and A. P. Matheny. "Multimethod Assessment of Temperament in Twins: Birth to Six Months." Acta geneticae medicae et gemellologiae: twin research 34, no. 1-2 (April 1985): 15–31. http://dx.doi.org/10.1017/s0001566000004888.

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AbstractThe predictive relationship between neonatal behavior and temperament at 6 months was assessed in 62 pairs of twins. The neonatal assessment evaluated irritability, resistance to soothing, reactivity, and activity level across various activities. Temperament at 6 months was appraised by a laboratory assessment, ratings on the Infant Behavior Record, and a questionnaire completed by the mother. Examination for temperament consistency from the neonatal period to 6 months indicated that (a) neonates rated by an examiner as irritable and difficult to soothe were reported by the mother to be more negative, irritable, and slower to adapt at 6 months; (b) neonates rated as more irritable and active were more attentive and responsive during mental testing at 6 months; (c) there was no relationship between the neonatal measures and the laboratory ratings, possibly reflecting methodological problems influenced by maturation and vegetative processes at 6 months. Analyses for patterns of concordance within the various data sets for MZ and DZ twins indicated that there was no pattern of differential concordance favoring MZ twins for the temperament measures at birth or at 6 months. It was concluded that a modest predictive relationship between temperament variables had been demonstrated from birth to 6 months, but no specific genetic effects were detected at these early ages.

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LaFontana, Kathryn M., and Antonius H. N. Cillessen. "Children's perceptions of popular and unpopular peers: A multimethod assessment." Developmental Psychology 38, no. 5 (2002): 635–47. http://dx.doi.org/10.1037/0012-1649.38.5.635.

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Ollendick, Thomas H., and Neville J. King. "Assessment Practices and Issues with School-refusing Children." Behaviour Change 15, no. 1 (March 1998): 16–30. http://dx.doi.org/10.1017/s0813483900005878.

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School refusal is a complex and heterogeneously determined and experienced behaviour problem. Due to its complexity and heterogeneity, a multimethod and multisource approach to assessment is required. The approach is described as a hypothesis-testing approach which uses developmentally sensitive and empirically validated procedures. Clinical-behavioural interviews, structured diagnostic interviews, self-reports, reports of significant others, self-monitoring, and behavioural observations are recommended. Issues associated with these procedures are reviewed.

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Rangarajan, Nandhini. "Evidence of Different Types of Creativity in Government: A Multimethod Assessment." Public Performance & Management Review 32, no. 1 (September 1, 2008): 132–63. http://dx.doi.org/10.2753/pmr1530-9576320106.

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Stage, Scott A., Hal G. Jackson, Kara Moscovitz, Marcia Jensen Erickson, Stacy Ogier Thurman, Wyeth Jessee, and Erin M. Olson. "Using Multimethod—Multisource Functional Behavioral Assessment for Students With Behavioral Disabilities." School Psychology Review 35, no. 3 (September 1, 2006): 451–71. http://dx.doi.org/10.1080/02796015.2006.12087978.

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Fellows, Robert P., and Maureen Schmitter-Edgecombe. "Multimethod assessment of everyday functioning and memory abilities in Parkinson’s disease." Neuropsychology 33, no. 2 (February 2019): 169–77. http://dx.doi.org/10.1037/neu0000505.

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Strauss, Cyd C., Cynthia A. Lease, Alan E. Kazdin, Mina K. Dulcan, and Cynthia G. Last. "Multimethod Assessment of the Social Competence of Children With Anxiety Disorders." Journal of Clinical Child Psychology 18, no. 2 (June 1989): 184–89. http://dx.doi.org/10.1207/s15374424jccp1802_10.

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Greiff, Samuel, Andreas Fischer, Sascha Wüstenberg, Philipp Sonnleitner, Martin Brunner, and Romain Martin. "A multitrait–multimethod study of assessment instruments for complex problem solving." Intelligence 41, no. 5 (September 2013): 579–96. http://dx.doi.org/10.1016/j.intell.2013.07.012.

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Hoppmann, Christiane A., and Michaela Riediger. "Ambulatory Assessment in Lifespan Psychology." European Psychologist 14, no. 2 (January 2009): 98–108. http://dx.doi.org/10.1027/1016-9040.14.2.98.

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Ambulatory assessment represents a powerful research tool in lifespan psychology because it allows assessing the within-person variability of developmental processes as it occurs within context-specific influences of people’s natural environments. Following a discussion of historical origins, we review four current research themes in developmentally relevant ambulatory assessment studies that use electronic devices as assessment instruments: (a) affective-motivational development, (b) social contexts of development, (c) age-related challenges and everyday functioning, and (d) cognitive development. Overall, the reviewed research demonstrates that ambulatory assessment complements traditional developmental study designs and laboratory assessments in important ways. Acknowledging the strengths and limitations of ambulatory assessment approaches, we propose that ambulatory assessment will benefit lifespan psychology most if it becomes an integral part of multimethod investigations of developmental phenomena that balance the external and internal validity of findings. Future research should strengthen the lifespan perspective in ambulatory assessment approaches, combine multiple indicators (subjective and objective) of successful development, and attend to the fact that individual development often interacts with significant others.

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Bornstein, Robert F. "Toward an Integrative Perspective on the Person." Rorschachiana 43, no. 2 (September 1, 2022): 103–27. http://dx.doi.org/10.1027/1192-5604/a000160.

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Abstract. The Diagnostic and Statistical Manual of Mental Disorders (DSM) and International Classification of Diseases (ICD) have been criticized frequently in recent years, with most critiques focusing on perceived limitations of diagnostic categories. These criticisms notwithstanding, the most promising approach to refining the diagnostic systems is not to replace the categorical model, but to expand the range of assessment methods that are used by clinicians to render diagnoses. This article presents an evidence-based framework for integrating interview and Rorschach data to enhance diagnostic precision, improve treatment planning, and provide a novel paradigm for studying the dynamics of psychopathology in clinical and community settings. Following a discussion of problems associated with monomethod assessment based on patient self-reports, the advantages of multimethod assessment in psychiatric diagnosis are described. A three-step approach to evidence-based multimethod diagnosis is outlined, emphasizing patients’ underlying dynamics, self-attributions, and expressed behaviors. The possibility of updating DSM and ICD symptom criteria to capture these three levels of patient functioning is discussed, strategies for exploring convergences and divergences between interview and Rorschach data are presented, and avenues for expanding the scope of Rorschach practice and research in the 21st century are described.

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Walton, Kate E., Jeremy Burrus, Dana Murano, Cristina Anguiano-Carrasco, Jason Way, and Richard D. Roberts. "A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment." Journal of Intelligence 10, no. 4 (September 20, 2022): 72. http://dx.doi.org/10.3390/jintelligence10040072.

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A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students’ SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students’ personal growth.

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Kolk, Nanja J., Marise Ph Born, and Henk van der Flier. "A Triadic Approach to the Construct Validity of the Assessment Center." European Journal of Psychological Assessment 20, no. 3 (January 2004): 149–56. http://dx.doi.org/10.1027/1015-5759.20.3.149.

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Abstract: This study examined the influence on construct validity of implementing the triad Feeling, Thinking, and Power as a taxonomy for behavioral dimensions in assessment center (AC) exercises. A sample of 1567 job applicants participated in an AC specifically developed according to this taxonomy. Each exercise tapped three dimensions, one dimension from each cluster of the taxonomy. Confirmatory Factor Analysis of the multitrait-multimethod matrix showed evidence for construct validity. Thus, the ratings matched the a priori triadic grouping to a good extent. Practical implications are discussed.

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Schillaci, M. A. "Immunization Coverage and Medicaid Managed Care in New Mexico: A Multimethod Assessment." Annals of Family Medicine 2, no. 1 (January 1, 2004): 13–21. http://dx.doi.org/10.1370/afm.100.

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RIESE, MARILYN L. "Discordant and Nondiscordant Twins: Comparative Multimethod Risk Assessment in the Neonatal Period." Journal of Developmental & Behavioral Pediatrics 22, no. 2 (April 2001): 102–12. http://dx.doi.org/10.1097/00004703-200104000-00004.

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Kotowski, Michael R., Timothy R. Levine, Colin R. Baker, and Jeffrey M. Bolt. "A Multitrait–Multimethod Validity Assessment of the Verbal Aggressiveness and Argumentativeness Scales." Communication Monographs 76, no. 4 (December 2009): 443–62. http://dx.doi.org/10.1080/03637750903300247.

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Ando', Agata, Luciano Giromini, Francesca Ales, and Alessandro Zennaro. "A multimethod assessment to study the relationship between rumination and gender differences." Scandinavian Journal of Psychology 61, no. 6 (July 20, 2020): 740–50. http://dx.doi.org/10.1111/sjop.12666.

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Klinnert, M. D. "A Multimethod Assessment of Behavioral and Emotional Adjustment in Children With Asthma." Journal of Pediatric Psychology 25, no. 1 (January 1, 2000): 35–46. http://dx.doi.org/10.1093/jpepsy/25.1.35.

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Neenan, Peter A., and Gary L. Bowen. "Multimethod Assessment of a Child-Care Demonstration Project for Afdc Recipient Families." Evaluation Review 15, no. 2 (April 1991): 219–32. http://dx.doi.org/10.1177/0193841x9101500204.

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Weiss, Jeffrey J., Sarah Prieto, Norbert Bräu, Douglas T. Dieterich, Sue M. Marcus, Alicia Stivala, and Jack M. Gorman. "Multimethod assessment of baseline depression and relationship to hepatitis C treatment discontinuation." International Journal of Psychiatry in Medicine 53, no. 4 (January 3, 2018): 256–72. http://dx.doi.org/10.1177/0091217417749796.

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Objective The primary study objective is to determine which measures of depression are associated with early discontinuation of hepatitis C virus infection treatment and to determine which measure best characterizes the depression that develops during treatment. Methods Seventy-eight treatment-naïve subjects who initiated pegylated interferon/ribavirin treatment for hepatitis C virus infection were included. Baseline depression was assessed with the Structured Interview for the Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV), the Hamilton Depression Rating Scale, and the Beck Depression Inventory-II. The latter two measures were repeated at treatment weeks 12 and 24. Results Depression scores, as measured by the three instruments, lacked adequate consistency. Baseline depression as measured by the Beck Depression Inventory-II, but not by the other scales, was associated with early treatment discontinuation at weeks 12 and 24. Changes in depression during treatment were restricted to somatic symptoms. Of those who completed treatment, those who were not depressed at baseline tended to demonstrate significant depression increases during treatment. Conclusion The Beck Depression Inventory-II is recommended to assess depression prior to hepatitis C virus infection treatment. Somatic symptoms of depression should be monitored during treatment. Baseline depression as measured by the Beck Depression Inventory-II was associated with early treatment discontinuation. The Beck Depression Inventory-II, Structured Interview for DSM-IV, and Hamilton Depression Rating Scale yielded results that were not consistent with each other in this sample. Future research should focus on standardizing depression assessment in medically ill populations to identify measures that predict treatment discontinuation.

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Villar, Paula, M. Angeles Luengo, José A. Gómez-Fraguela, and Estrella Romero. "Assessment of the Validity of Parenting Constructs Using the Multitrait-Multimethod Model." European Journal of Psychological Assessment 22, no. 1 (January 2006): 59–68. http://dx.doi.org/10.1027/1015-5759.22.1.59.

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The validity and convergence between adolescents', mothers' and fathers' reports of five parenting constructs (family conflict, family communication, permissive parenting, authoritative parenting, and authoritarian parenting) were examined. Questionnaire data were collected from 302 families with children in the first and second year of secondary education and confirmatory factor analysis (CFA) was used to test three multitrait-multimethod (MTMM) models containing five parenting constructs as trait factors and adolescents', mothers', and fathers' reports as method factors. The CFA approach to MTMM data revealed a multidimensional structure in which both measurement method and parenting traits accounted for covariation among data. The CFA results also demonstrated that the family members' perspectives converged in the measure of family conflict and family communication constructs. Results also indicated method effects for the other three constructs reflecting parenting styles. Implications of these findings are discussed.

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Vogel, Joyce, Judith Cohen Conger, and Susan Phillips Keane. "Comparability of peer-assessment measures: A multitrait-multimethod and selection analytic approach." Journal of Psychopathology and Behavioral Assessment 7, no. 4 (December 1985): 385–96. http://dx.doi.org/10.1007/bf00960711.

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Kartowagiran, Badrun, Eka Ary Wibawa, Fitri Alfarisa, and Dian Normalitasari Purnama. "CAN STUDENT ASSESSMENT SHEETS REPLACE OBSERVATION SHEETS?" Jurnal Cakrawala Pendidikan 38, no. 1 (February 8, 2019): 33–44. http://dx.doi.org/10.21831/cp.v38i1.22207.

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Abstract:

Observation is argued as the most suitable technique to assess the execution of authentic assessment. Unfortunately, it requires great amount of time and money. We need an alternative. Therefore, the purpose of this study was to develop an instrument in the form of a student assessment sheet on the implementation of authentic assessments in Mathematics subjects. This research is a development research that uses standard procedures for developing instruments. The result of the analysis with Aiken’s formula showed that every item of the instrument was in a good category. The result of the analyses using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Multitrait-Multimethod showed that the instrument had good construct validity. The result of reliability estimation using Cronbach Alpha (α) also showed that the instrument was in the reliable category. Thus, it can be concluded that the instrument in the form of student assessment sheets for assessing the implementation of authentic assessment in junior high school Mathematics learning is highly valid and reliable, which means that the developed instrument can replace the equivalent observation sheet.

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Hoz, Ron, Audrey B. Champagne, and Leopold E. Klopfer. "Multitechnique-Multimethod Matrix Methodology for Construct Validation and its Application for the Construct of Cognitive Structure." Perceptual and Motor Skills 74, no. 1 (February 1992): 3–34. http://dx.doi.org/10.2466/pms.1992.74.1.3.

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Abstract:

The hypothetical construct of cognitive structure encodes human knowledge internally, and two-stage probes are used to define it operationally to obtain external representations of cognitive structure. First, a proximity matrix is constructed that encodes subjects' responses on a task, and secondly, a scaling method is applied to the proximity matrix to yield a representation of cognitive structure in the form of concept categories or spatial configurations. A new multitechnique-multimethod matrix methodology for construct validation of two-step probes is proposed that modifies and extends Campbell and Fiske's multitrait-multimethod matrix. It is based on the assessment of (i) the reliability and validity of products at each step and (ii) certain important psychometric features of the scaling methods and cognitive structure probes. This methodology was applied to assess the construct validity of the cognitive structure in the domain of classical mechanics. The data-gathering techniques of Free Sort and Tree Construction were fairly reliable and valid, whereas the Word Association technique was not. The combined cognitive structure probes have above moderate reliability and validity, except for those employing multidimensional-scaling. In addition to demonstrating the theoretical value of the multitechnique-multimethod matrix methodology, these results provide empirical evidence for the interpretations given to the hypothetical construct of cognitive structure and support the use of current probes for the derivation of cognitive structure representations.

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Journal articles on the topic 'Multimethod Assessment'

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