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Dissertations / Theses on the topic 'Psychometric tests'
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Khaliq, Shameem Nyla. "A complete test of Hulin's psychometric theory of measurement equivalence on translated tests." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59755.pdf.
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Goward, L. M. "An investigation of the factors contributing to scores on intelligence tests." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383893.
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Kwan, Tinna. "Psychometric properties of the Draw-A-Person Test." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277147.
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This study examined the psychometric properties for the Draw-A-Person (DAP) test (Naglieri, 1988). Data were collected from 191 children following the accepted procedure from an earlier study (Badger & Jones, 1988). Drawings were scored using both Harris' (1963) and Naglieri's (1988) scoring systems following the procedures outlined in the manuals. Basically, the DAP test demonstrated reliable and valid properties. The Naglieri's (1988) scoring system was favored in this study because it demonstrated more consistent internal consistency, higher inter- and intra-rater reliability and satisfactory construct validity. Positive and moderate high correlations with the scores obtained from Goodenough-Harris's scoring systems supported that the Naglieri's version measured the same concept as the old system. Psychometric properties of the DAP test support use in clinical and research settings to gather data from children about their general abilities.
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Harvey, Michelle B. "Development and Psychometric Validation of the State-Trait Spirituality Inventory." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4609/.
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The present study contributes to the widening body of spirituality research by conceptualizing it as a state-trait construct. A new measure of spirituality, the State-Trait Spirituality Inventory (STSI), was created and validated according to psychometric methods of test construction. In its current form, the STSI contains seven state spirituality items and six trait spirituality items. A thorough review of the literature identified common themes in spirituality definitions and assisted in developing definitions of trait and state spirituality. Internal consistency for the trait scale was .88 and for the state scale, .68. Good test-retest reliability was found with coefficients of .84 for trait spirituality and .81 for state spirituality. Results from a preliminary undergraduate sample as well as from the validation sample yielded a two-factor solution. In general, items determined by expert panels as trait items loaded on one factor and items deemed to be state items loaded on the second factor. Multitrait multimethod analysis yielded mixed findings for convergent, divergent, and concurrent validity for the spirituality and religiosity traits. Methods consisted of paper-and-pencil cognitive and behavioral measures. Cognitive measures were more likely to support convergent/divergent validity than were behavioral measures. A major emphasis in the study was to determine whether state and/or trait spirituality were able to predict current health status and provide evidence for predictive validity. Positive relationships were identified between trait spirituality and the mental health measures of the Short Form-36® (SF-36). In contrast, it was negatively related to the Role-Physical scale. State spirituality was inversely related to the Physical Component scale. These findings are discussed within the context of minimal research using the SF-36 and spirituality measures. The MTMM analysis was limited by available spirituality and religiosity measures that contain only cognitive or behavioral items. Suggestions for future research are offered.
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Barnhart, Gwendolyn S. "Psychometric Development of the Autism Trait Survey." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1621285830016343.
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Smith, Brooke L. "Conventional versus computer-based administration of measures of cognitive ability an analysis of psychometric, behavioural, experiential and relativity of equivalence /." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041006.142003/index.html.
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Timmins, Bebhinn Martha. "Evaluation of the psychometric properties of the Emotion Regulation Scale /." Full-text of dissertation on the Internet (186 KB), 2009. http://www.lib.jmu.edu//general/etd/2009/Masters/Timmins_BebhinnM/timminbm_masters_12-08-2009.pdf.
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Sulin, Jennifer P. "Psychometric measurement of physical performance in older adults." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-08292008-063609/.
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Arnold, Janet Shouse Osborne. "A Psychometric Study of the Stiles' Child Life Style Scale." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278825/.
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The purpose of this study was to examine the reliability and validity of the Child Life Style Scale (CLSS) and clarify the underlying dimensions of the scale. Dr. Kathleen Stiles designed the 90 item CLSS to quantitatively identify life style typologies for children between eight and twelve. This questionnaire consisted of 6 scales based on Adlerian constructs of personality. They are pleasing, getting, controlling, rebelling, inadequacy, and socially useful.
Ten items were deleted after an inter-judge reliability/validity study. The 80 item CLSS was administered to 314 third, fourth, and fifth graders in public and private schools in Dallas, Texas. Internal consistency coefficients for the six subscales ranged from .72 to .76 and test-retest reliability coefficients ranged from .70 to .80 (p < .001).
Results from a factor analysis confirmed the original six scales but factors five and six were not strong. Exploratory factor analysis found four clear factors with internal consistency coefficients ranging from .76 to .84 and test-retest reliability coefficients ranging from .73 to .83 (p < .001). Underlying dimensions of the factors, which reflect Alfred Adler's four typologies exactly, were:
Factor 1: Rebelliousness
Factor 2: Social Usefulness
Factor 3: Control
Factor 4: Fear of Failure.
Results of analysis of variance indicated that age and socioeconomics made significant differences while gender and place in the family were not as significant.
This study showed the revised 64 item version of the CLSS reflects Adler's tenets exactly, and has a more concise format with better reliability and validity. The CLSS is a solid questionnaire worth being further investigated for use in schools and therapy.
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Hart, Raymond C. "A framework for psychometric analysis of student performance across time an illustration with National Educational Longitudinal Study data /." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1177960052.
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Thesis (Ph.D.)--Kent State University, 2007.Title from PDF t.p. (viewed June 1, 2007). Advisors: Dimiter Dimitrov, Shawn Fitzgerald. Keywords: Item response theory, true score theory, reliability, measurement of change, NELS:88 Includes bibliographical references (p. 58-62).
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Palamara, Joseph D. "An investigation of the psychometric properties of the Global Assessment of School Functioning." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701020.
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Schools are increasingly held accountable for student academic and behavioral performance, and showing efficacy of these treatment efforts. The primary metric for reporting academic progress, state endorsed standardized tests, does not take into account or effectively measure discrete skills or behavioral improvement. This necessitates the development of tools efficient in quantifying students’ school-based behaviors. Mental health practitioners achieve this metric utilizing the Global Assessment of Functioning (GAF). The Global Assessment of School Functioning (GASF) is being developed to be an efficient scale used by teachers for similar means. The aim of the present study is to examine the utility of the GASF in capturing overall school functioning. This study was broken into two phases. Teacher consultants assessed content validity and validated vignettes that would be used to assess inter-rater reliability. School personnel then rated five vignettes using the GASF and responded to questions regarding their perceptions of the instrument. Correlational statistics suggested that school personnel were able to rate vignettes with substantial reliability (.877). Responses to questions relating to the raters competency and training and the raters overall impressions of the technical quality of the GASF were positive. The culminating analysis from the data presented in this study suggest that the GASF warrants further study to determine its technical properties and utility as a rating scale that school personnel can use to benchmark and progress monitor student behavior.
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SCHNEEGOLD, JENNIFER ANN. "PRELIMINARY ANALYSIS OF THE PSYCHOMETRIC PROPERTIES OF MEASURES TO ASSESS HEAD START OUTCOMES." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1184782367.
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Tecle, Hagos Ghebremicael. "The psychometric properties of the Paper and Pencil Games Level 2 for Tigrigna-speaking children in Eritrea." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53666.
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Thesis (MA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The aim of this study was to investigate the psychometric properties of a screening test of cognitive ability, the Paper and Pencil Games Level 2 (PPG Level 2), for Tigrignaspeaking schoolchildren in Eritrea. This study represents one of the first attempts to measure cognitive ability in Eritrea. The PPG was developed in South Africa (Claassen, 1996) as a group test of general cognitive ability for children in Grade 2 and 3 (PPG Level 2), and Grade 4 and 5 (PPG Level 3). The PPG provides Total, Verbal and Nonverbal ability scores. The Verbal Scale consists of two subtests, namely (a) Verbal and Quantitative Reasoning and (b) Comprehension. The Non-verbal Scale consists of three subtests, namely (a) Figure Classification, (b) Figure Series, and (c) Pattern Completion. Although the PPG has the appearance of a standardized intelligence test, Claassen emphasized that it is best used as a screen for academic difficulties or failures. Participants were 577 Tigrigria-speaking Grade 3 children. The children were selected from schools in the capital, Asmara, from small towns, and villages. Eleven schools participated. The participants can be considered representative of the Grade 3 Tigrignaspeaking population in Eritrea. The PPG Level 2 was completed under supervision of the researcher. Classical and Rasch item analyses were conducted on the Verbal and Non-verbal Scales, respectively. The internal consistency of the Non-verbal scale can be considered satisfactory for a screening instrument (Cronbach's a = .85). Furthermore, the non-verbal items showed satisfactory fit to the Rasch model (INFIT values and OUTFIT values < 1.3 for all items), suggesting that they measure a unidimensional construct. In addition, the item difficulty estimates corresponded well with the serial order of the items, with easy items being presented earlier than more difficult items. The internal consistency of the Verbal scale was lower (Cronbach's a = .72), which can probably be attributed to the relative easiness of the items for the particular group of participants. The verbal items also showed satisfactory fit to the Rasch model. The Rasch analysis, which expresses person ability and item difficulty on the same scale, clearly showed that the Verbal items were too easy for the majority of the children. However, it should be kept in mind that the PPG is intended to discriminate among children with low ability. Hence, the observed mismatch between the abilities and item difficulties was not unexpected. It should also be noted that the serial order of the items did not correspond well with item difficulty, with some difficult items being presented early and some easy items presented late in the scale. The five subtests of the PPG were subjected to a confirmatory factor analysis. Two models were specified and compared. Model 1 specified a single general factor; this provided a more parsimonious description of the data and showed a satisfactory fit with the data, though a bit weaker than that of Model 2. Model 2 specified two correlated factors, namely a Verbal and a Non-verbal factor. Model 2 also fitted the data well, but a high correlation between the factors was observed (r = .77; r2 = .59), suggesting the presence of a general factor. The results provide support for two levels of interpretation, namely on the Total score level and the Verbal and Non-verbal level. The validity of the PPG Level 2 was further investigated by examining the correlations between the PPG scores and teacher ratings of academic achievement. Because different schools had different raters, the correlations within each of the schools were pooled to obtain an estimate of the correlations between the PPG scales and academic achievement for the total group. The pooled correlation for the PPG Total score with academic achievement was .56, for the Non-Verbal score .53, and for the Verbal score .41. The correlations for the Total and Non-verbal scores are similar to those typically reported in the educational psychology literature and provide support for the validity of these scales as a screen for academic difficulties. The results show that the PPG, which was developed in South Africa, may be fruitfully exported to Eritrea. It is recommended, however, that before the PPG Level 2 is routinely used for screening purposes with Tigrigna-speaking children, the functioning of the Verbal Scale should be re-examined and possibly some of the Verbal items should be rewritten.
AFRIKAANSE OPSOMMING: Die doel van die onderhawige studie was om die psigometriese eienskappe van 'n siftingstoets van kognitiewe vermoë, naamlik die Paper and Pencil Games Level 2 (PPG Level 2), vir Tigrigna-sprekende kinders in Ertirea te bestudeer. Hierdie studie verteenwoordig een van die eerste pogings om kognitiewe vermoë in Eritrea te meet. Die PPG is in Suid-Afrika ontwikkel (Claassen, 1996) as 'n groeptoets van kognitiewe vermoë vir kinders in Grade 2 en 3 (PPG Level 2), en Grade 4 en 5 (PPG Level 3). Die PPG lewer tellings van kognitiewe vermoë op drie vlakke, naamlik Totaal, Verbaal en Nie-Verbaal. Die Verbale skaal bestaan uit twee subskale: (a) Verbale en Kwantitatiewe redenering en (b) Begrip. Die Nie-Verbale skaal bestaan uit drie subskale, naamlik (a) Figuur Klassifisering, (b) Figuurreekse en (c) Patroonvoltooiing. Alhoewel die PPG op die oog af soos 'n konvensionele intelligensietoets lyk, beklemtoon Claassen dat dit te beste geskik is as 'n siftingsinstrument vir akademiese probleme of mislukkings. Die deelnemers was 577 Tigrigna-sprekende kinders in Graad 3. Die kinders is uit skole van die hoofstad, Asmara, klein dorpe en geselekteer. Elf skole het aan die studie deelgeneem. Daar kan aanvaar word dat die deelnemers verteenwoordigend is van die Graad 3 Tigrigna-sprekende populasie in Eritrea. Die PPG Level 2 is onder supervisie van die navorser voltooi. Klassieke en Rasch item-ontledings is op die Verbale en Nie- Verbale skale, onderskeidelik, uitgevoer. Die interne konsekwentheid van die Nie- Verbale skaal kan as bevredigend vir 'n siftingsinstrument beskou word (Cronbach se a = .85). Hierbenewens het die Nie-Verbale items 'n bevredigende passing met die Rasch model getoon (INFIT gemiddelde kwadrate en OUTFIT gemiddelde kwadrate < 1.3 vir alle items), wat daarop dui dat die items 'n essensiëel eendimensionele konstruk meet. Die moeilikheidswaardes van die Nie- Verbale items het ook sterk ooreengestem met die volgorde waarin die items in die skaal aangebied word - die maklike items is eerste aangebied en daarna die moeilike items. Die interne konsekwentheid van die Verbale skaal was laer (Cronbach se a = .72). Die laer koëffisiënt kan waarskynlik aan die relatiewe lae moeilikheidsgraad van die Verbale items toegeskryf word. Die Verbale items het egter ook 'n bevredigende passing met die Rasch model getoon. Die Rasch ontleding, wat vermoë en item moeilikheid op dieselfde skaal uitdruk, het duidelik getoon dat die Verbale items te maklik vir die meeste kinders was. Daar dien egter op gelet te word dat die PPG ontwerp is om te diskrimineer tussen kinders met relatiewe lae vermoëns. In hierdie lig gesien is die swak passing tussen vermoë en item moeilikhede nie te onverwags nie. Die volgorde waarin die items in die skaal aangebied word het ook nie goed ooreengestem met die item moeilikheidswaardes nie - sommige moeilike items is vroeg in die skaal aangebied en sommige maklike items laat in die skaal. Die vyf subtoetse van die PPG is aan 'n bevestigende faktorontleding onderwerp. Twee modelle is gespesifiseer en vergelyk. Model 1 het 'n enkele algemene faktor gespesifisieer.
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Chamoy, Waritsa. "Evaluation of the Psychometric Quality and Validity of a Student Survey of Instruction in Bangkok University, Thailand." Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819746.
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The main purpose of this study was to conduct a validation analysis of student surveys of teaching effectiveness implemented at Bangkok University, Thailand. This study included three phases; survey development, a pilot study, and a full implementation study. Four sources of validity evidence were collected to support intended interpretations and uses of survey scores. To this end, this study evaluated the extent to which the content evidence supported the construct definition of the survey (RQ1), the relationships among survey items and survey components corresponded to the construct dimension (RQ2), the survey exhibited gender differential item functioning (RQ3), and student ratings and a similar measure of teaching quality and student achievement (RQ4) were related.
Overall, the student survey demonstrated good psychometric quality and the intended purposes and uses of the survey were supported. Based on expert reviews, the dimensions and survey items were perceived adequate in covering teaching quality, the survey items were perceived to properly assess the associated dimensions, and the response scales were perceived suitable with what was intended to measure. Exploratory factor analysis suggested that the construct of teaching effectiveness as defined in this survey may be unidimensional. Although the results did not support multidimensionality, the dimensions can still be used by individual instructors to evaluate their own teaching. Cronbach’s α coefficients were high and supported the internal consistency of the survey. There was no occurrence of gender DIF in this student survey. Therefore, the validity evidence of survey score interpretations was supported since the meaning of survey categories/scales was shared across male and female students. Finally, the results based on relation to other variables showed a strong positive relationship between the student survey and another currently used survey at Bangkok University which was used to evaluate teaching effectiveness for a decade. This could indicate that the student survey was measuring a similar construct of teaching effectiveness.
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Kozee, Holly Beth. "The Development And Psychometric Evaluation Of The Transgender Congruence Scale." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218220920.
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Karim, Jahanvash. "Emotional Intelligence : a Cross-Cultural Psychometric Analysis." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32028/document.
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Malgré la littérature importante dans le champ de l’intelligence émotionnelle, la très grande majorité des études sur le développement et la validation des échelles de mesure de l’intelligence émotionnelle ont été réalisées dans des pays Occidentaux. D’où, une limitation majeure de cette littérature dans son orientation purement occidentale. L’objectif de cette recherche est d’évaluer les propriétés psychométriques du Test d’Intelligence Emotionnelle de Mayer-Salovey-Caruso (MSCEIT), du Questionnaire des Traits d’Intelligence Emotionnelle (TEIQue), et du Test d’auto-évaluation d’Intelligence Emotionnelle (SREIT) dans un contexte comparatif interculturel comprenant des étudiants collectivistes Pakistanais (culture Orientale) et des étudiants individualistes Français (culture Occidentale). Les résultats de cette étude ont démontré que les participants de la culture française ont eu une meilleure performance par rapport aux participants pakistanais au MSCEIT mais pas au TEIQue et au SREIT. Les analyses d’échantillons multiples ont révélé des structures factorielles invariantes du MSCEIT, du TEIQue, et du SREIT à travers les deux cultures. Concernant la validité discriminante, l’auto-évaluation de l’IE, mesurée par le SREIT et le TEIQue, et les mesures de performance de l’IE, évaluées par le MSCEIT, n’ont pas démontré une forte corrélation dans les deux cultures. En autre, les résultats au MSCEIT, au TEIQue, et au SREIT n’ont pas démontré le lien avec l’intelligence cognitive dans les deux cultures. Des corrélations faibles à modérées ont été observées entre les mesures de l’IE et les dimensions de personnalité Big Five. Enfin, les mesures de l’IE se sont révélées indépendantes de styles de communication. Concernant la validité convergente des mesures d’auto-évaluation de l’IE, les résultats au TEIQue ont montré une forte corrélation avec le SREIT dans les deux cultures. En ce qui concerne la validité incrémentale, après un contrôle statistique des dimensions de personnalité Big Five et la capacité cognitive, le MSCEIT et le SREIT n’ont pas démontré le lien avec la satisfaction de vie, l’affect positif, l’affect négatif, et la détresse psychologique dans les deux cultures. En revanche, les facteurs du TEIQue ont expliqué une part significative de la variance dans les variables dépendantes après avoir contrôlé pour les dimensions de personnalité Big Five et l’intelligence cognitive. Cependant, des analyses plus approfondies ont révélé que ces associations ont été en grande partie attribuées au facteur du bien-être du TEIQue. Enfin, les femmes ont montré de meilleurs résultats que les hommes au MSCEIT mais pas au TEIQue et au SREIT dans les deux cultures. En résumé, les résultats de cette étude fournissent les preuves pour validité factorielle, discriminante, et convergente de ces mesures de l’intelligence émotionnelles dans les deux cultures. Toutefois, les résultats concernant la validité incrémentale de ces mesures se sont avérés moins prometteurs que prévuDespite the rather large literature concerning emotional intelligence, the vast majority of studies concerning development and validation of emotional intelligence scales have been done in the Western countries. Hence, a major limitation in this literature is its decidedly Western focus. The aim of this research was to assess the psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Trait Emotional Intelligence Questionnaire (TEIQue), and the Self-Report Emotional Intelligence Test (SREIT) in a cross-cultural comparative context involving the collectivist Pakistani (Eastern culture) and the individualist French (Western culture) students. Results of this study showed that participants from the French culture scored higher than participants from the Pakistani sample on the MSCEIT but not on the TEIQue and the SREIT. Multi-sample analyses revealed that the MSCEIT, the TEIQue, and the SREIT factor structures remained invariant across both cultures. Regarding discriminant validity, in both cultures, self-ratings of emotional intelligence, as assessed by the SREIT and the TEIQue, and performance measure of emotional intelligence, as assessed by the MSCEIT, were not strongly correlated. Furthermore, in both cultures, scores on the MSCEIT, the TEIQue, and the SREIT revealed to be unrelated to cognitive intelligence and communication styles. Finally, low to moderate correlations were observed between the EI measures and the Big Five personality dimensions. Regarding convergent validity of the self-report EI measures, in both cultures the scores on the TEIQue strongly correlated with the scores on the SREIT. With regard to incremental validity, in both cultures, after statistically controlling for the Big Five personality dimensions and cognitive ability, the MSCEIT and the SREIT revealed to be unrelated to satisfaction with life, positive affect, negative affect, and psychological distress. In contrast, the TEIQue factors accounted for a significant amount of variance in outcome variables after controlling for the Big Five personality dimensions and the cognitive intelligence. However, further analyses revealed that the associations were mainly because of the TEIQue’s well-being factor. Finally, in both cultures, females scored higher than males on the MSCEIT but not on the TEIQue and the SREIT. In sum, the results of this study provide evidence for the factorial, discriminant, and convergent validity of these emotional intelligence measures in both cultures. However, results regarding incremental validity of these measures are less promising than anticipated
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Theron, Carl Christiaan. "Psychometric implications of corrections for attenuation and restriction of range for selection validation research." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/51398.
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Dissertation (D.Phil.) -- University of Stellenbosch, 1999.ENGLISH ABSTRACT: The conditions under which selection procedures are typically validated and those prevailing at the eventual use of a selection procedure normally differ to a sufficient extent to challenge the relevance of the validation research evidence. Statistical corrections to the validity coefficient are generally available. The remainder of the argument in terms of which a selection procedure is developed and justified could, however, also be biased by any discrepancy between the conditions under which the selection procedure is simulated and those prevailing at the eventual use of the selection procedure. Relatively little concern, however, seem to exist for the transportability of the decision function derived from the selection simulation or the descriptions/ assessments of selection decision utility and fairness. This seems to be a somewhat strange state of affairs. The external validity problems with validation designs are reasonably well documented. It is thus not as if the psychometric literature is unaware of the problem of generalizing validation study research fmdings to the eventual area of application. The decision function is probably the pivot of the selection procedure in that it firstly captures the underlying performance theory, but more importantly from a practical perspective, because it guides the actual accept and reject choices of applicants. Restricting the statistical corrections to the validity coefficient would leave the decision function unaltered even though it might also be distorted by the same factors affecting the validity coefficient. Basically the same logic also applies to the evaluation of the decision rule in terms of selection utility and fairness. Correcting only the validity coefficient would leave the "bottom-line" evaluation of the selection procedure unaltered. Restricting the statistical corrections to the validity coefficient basically means that practically speaking nothing really changes. The fundamental research objective is to determine whether any discrepancy between the conditions under which the selection procedure is simulated and those prevailing at the eventual use of the selection procedure produces bias in estimates required to specify and justify the procedure; to delineate appropriate statistical corrections of the validity coefficient, decision rule and descriptions/ assessments of selection decision utility and -1< fairness, required to align the contexts of evaluation/validation and application; and to determine whether the corrections should be applied in validation research. The study provides no unqualified answers to the question whether corrections for various forms of range restriction and/ or criterion unreliability should be applied to the validity coefficient, the standard error of the validity coefficient or the parameters of the regression of the criterion on the predictor. Under specific conditions the corrections do affect decisions on the validity of performance hypotheses due to its effect on decisions on the significance of the uncorrected versus the corrected validity coefficient. Under specific conditions the corrections do affect decisions on applicants, especially when selection decisions are not restricted by selection quotas, due to its effect on the slope and intercept parameters of the regression of Y on X, and/ or due to its effect on the standard error of estimate.
AFRIKAANSE OPSOMMING: Die toestande waaronder keuringsprosedures tipes gevalideer word en die toestande waaronder die prosedure uiteindelik gebruik word, verskil normaalweg tot so 'n mate dat die relevansie van die bevindinge in die gedrang kom. Statistiese korreksies vir die geldigheidskoeffisient is algemeen beskikbaar. Die res van die argument in terme waarvan 'n keuringsprosedure ontwikkel en regverdig word kan egter ook verwring word deur dieselfde verskille tussen die toestande waaronder die keuringsprosedure gesimuleer word en die waaronder die prosedure uiteindelik gebruik word. Relatief min kommer bestaan skynbaar egter ten opsigte van die oordraagbaarheid van die besluitnemingsfunksie wat onder die gesimuleerde toestande ontwikkel is of ten opsigte van die verkree beskrywings van nut en billikheid. Hierdie toedrag van sake val ietwat vreemd op. Die eksteme geldigheidprobleme geassosieer met validasie-ontwerpe is redelik goed gedokumenteer. Dit is dus nie asof die psigometrika-literatuur onbewus is van die probleem wat by die veralgemening van resultate van geldigheidstudies ter sprake is nie. Die besluitnemingsfunksie is waarskynlik die spil waarom die keuringsprosedure draai daarin dat dit die onderliggende prestasie-teorie vergestalt, maar meer belangrik, daarin dat dit die daadwerklike aanvaarding en verwerping van applikante bepaal. Indien statistiese korreksies tot die geldigheidskoeffisient beperk word bly die besluitnemingsfunksie onveranderd, alhoewel dit ook moontlik verwring mag word deur dieselfde faktore wat sydigheid in die geldigheidskoeffisient te weeg bring. Dieselfde logika geld ook ten opsigte van die evaluasie van die besluitnemingsfunksie in terme van nut en billikheid. Indien slegs die geldigheidskoeffisient gekorrigeer word bly d.e "bottom-line" evaluasie van die keuringsprosedure onveranderd. Prakties gesproke dus, verander niks indien statistiese korreksies tot die geldigheidskoeffisient beperk word. Die fundamentele navorsingsdoelstelling is om vas te stel of verskille tussen die toestande waaronder die keuringsprosedure gevalideer word, en die toestande waaronder die prosedure uiteindelik gebruik word, sydigheid te weeg bring in die maatstawwe wat vereis word om die keuringsprosedure te spesifiseer en te regverdig; om toepaslike statistiese korreksies vir die geldigheidskoeffisient, besluitnnemingsreel en beskrywings van nut en billikheid af te lei ten einde die kontekste van simulasie/ validasie en toepassing te versoen; en om vas te stel of sodanige korreksies wel in validasie-navorsing toegepas behoort te word. Die studie verskaf geen ongekwalifiseerde antwoord op die vraag of korreksies vir die verskeie vorms van variansie-inperking en/ of kriterium onbetroubaarheid op die geldigheidskoeffisient, die standaardfout van die geldigheidskoefisient of die parameters van die regressie van die kriterium op die voorspeller toegepas behoort te word nie. Die korreksies affekteer wel besluite aangaande die geldigheid van prestasiehipoteses onder spesifieke toestande. Die korreksies het ook onder bepaalde toestande 'n effek op besluite aangaande applikante deur hul effek op die regressiekoeffisiente en/ of die standaardskattingsfout.
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Wei, Min. "A Structural and Psychometric Evaluation of a Situational Judgment Test: The Workplace Skills Survey." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799488/.
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Some basic but desirable employability skills are antecedents of job performance. The Workplace Skills Survey (WSS) is a 48-item situational judgment test (SJT) used to assess non-technical workplace skills for both entry-level and experienced workers. Unfortunately, the psychometric evidence for use of its scores is far from adequate. The purpose of current study was two-fold: (a) to examine the proposed structure of WSS scores using confirmatory factor analysis (CFA), and (b) to explore the WSS item functioning and performance using item response theory (IRT). A sample of 1,018 Jamaican unattached youth completed the WSS instrument as part of a longitudinal study on the efficacy of a youth development program in Jamaica. Three CFA models were tested for the construct validity of WSS scores. Parameter estimations of item difficulty, item discrimination, and examinee’s proficiency estimations were obtained with item response theory (IRT) and plotted in item characteristics curves (ICCs) and item information curves (IICs). Results showed that the WSS performed quite well as a whole and provided precise measurement especially for respondents at latent trait levels of -0.5 and +1.5. However, some modifications of some items were recommended. CFA analyses showed supportive evidence of the one-factor construct model, while the six-factor model and higher-order model were not achieved. Several directions for future research are suggested.
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Ferrett, Helen Louise. "The adaptation and norming of selected psychometric tests for 12- to 15- year-old urbanized Western Cape adolescents." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17799.
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Thesis (PhD)--Stellenbosch University, 2011.ENGLISH ABSTRACT: The practice of psychometric testing of cognitive functioning in South Africa is hampered by the paucity of normative data that adequately characterize our ethnically, linguistically, socioeconomically, and educationally diverse population. The general aim of this study was to ascertain whether cognitive tests developed in settings outside of the Western Cape urbanized area have valid application for clinical and research purposes in that area. Strategies used to achieve that aim included: 1) translation, adaptation, and subsequent administration of a compendium of tests in a sample of typically developing, coloured and white, 12- to 15-yearold, Afrikaans- and English-speaking adolescents; 2) evaluation of the relative impact of sociodemographic factors (age, sex, language, quality of education, and race) on test performance and the consequent derivation of appropriately stratified normative data; and 3) evaluation of the cross-cultural utility of the normative data by comparing data collected from the study sample to norms derived from other populations. Results indicated that sex and language of testing impacted minimally on cognitive functioning. In contrast, the pervasive and deleterious impact of disadvantaged quality of education on cognitive performance within typically developing adolescents was clearly demonstrated. For participants with advantaged quality of education, coloured race was associated with lower performance on measures of intelligence, semantic fluency, and one measure of attention. Furthermore, the results provided evidence of age-related increments in cognitive performance, particularly after the age of 12. For cognitive measures that were significantly affected by language, race, and quality of education, trends of a downward continuum of performance were demonstrated, from highest to lowest, as follows: 1) English-white-advantaged; 2) Afrikaans-white-advantaged; 3) Englishcoloured- advantaged; 4) English-coloured-disadvantaged; 5) Afrikaans-coloured-advantaged; and 6) Afrikaans-coloured-disadvantaged. Cross-cultural comparisons of norms showed that for some tests, norms derived from other populations were suitable for use in the study sample. For other tests, however, results showed that for certain subgroups, it was essential to use the stratified norms derived from the study in order to prevent misdiagnoses.
AFRIKAANSE OPSOMMING: Die psigometriese toetsing van kognitiewe funksionering word in Suid-Afrika gekniehalter deur 'n gebrek aan normatiewe data wat ons etnies, taalkundig, sosio-ekonomies en opvoedkundig diverse bevolking genoegsaam tipeer. Die algemene doel van hierdie studie was om vas te stel of kognitiewe toetse wat in omgewings buite die Wes-Kaapse stedelike gebied ontwikkel is, ook vir kliniese en navorsingsdoeleindes binne hierdie stedelike gebied aangewend kan word. Hiervoor is onder meer die volgende strategieë gevolg: 1) 'n kompendium toetse is vertaal, aangepas en vervolgens afgeneem onder ’n toetsgroep tipies ontwikkelende, bruin en wit, 12- tot 15-jarige, Afrikaans- en Engelssprekende adolessente; 2) die relatiewe impak van sosiodemografiese faktore (ouderdom, geslag, taal, opvoedingsgehalte en ras) op toetsprestasie, en die gevolglike verkryging van toepaslik gestratifiseerde normatiewe data, is beoordeel en 3) die kruiskulturele nut van die normatiewe data is beoordeel deur die data wat van die toetsgroep in hierdie studie verkry is, te vergelyk met norme wat van ander populasies bekom is. Die resultate toon dat geslag en die taal waarin die toets afgeneem word 'n minimale uitwerking op kognitiewe funksionering het. Daarenteen is duidelik bewys dat swakker gehalte opvoeding ’n verreikende en skadelike uitwerking op die kognitiewe funksionering van tipies ontwikkelende adolessente het. By deelnemers met beter gehalte opvoeding blyk daar 'n verband te wees tussen die bruin rassegroep en laer prestasie wat betref maatstawwe van intelligensie en semantiese vaardigheid, asook een maatstaf van konsentrasie. Voorts lewer die resultate bewys van ouderdomsverwante toenames in kognitiewe prestasie, veral ná die ouderdom van 12. Wat betref kognitiewe maatstawwe wat beduidend deur taal, ras en opvoedingsgehalte beïnvloed is, is 'n afwaartse prestasiekontinuum opgemerk wat van hoog na laag soos volg daar uitsien: 1) Engels-wit-bevoordeel, 2) Afrikaans-wit-bevoordeel, 3) Engels-bruin-bevoordeel, 4) Engelsbruin- benadeel, 5) Afrikaans-bruin-bevoordeel en 6) Afrikaans-bruin-benadeel. Kruiskulturele normvergelykings toon dat, wat sommige toetse betref, die norme wat van ander populasies bekom is ook geskik was vir gebruik onder die toetsgroep in hierdie studie. Wat ander toetse betref, het die resultate egter getoon dat dit by bepaalde subgroepe noodsaaklik is om die gestratifiseerde norme wat uit die betrokke studie afgelei is te gebruik ten einde verkeerde diagnoses te voorkom.
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Shultz, Jennifer M. "Sensitivity and psychometric characteristics of instruments and tests designed to diagnose dementia in elderly people with mental retardation /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu148639852855929.
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Dougherty, Cynthia Valdez. "Examining the Psychometric Properties of an Interprofessional Education Competency Survey." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461261243.
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Lindau, Maria. "Clinical differentiation between frontotemporal dementia and Alzheimer's disease : psychometric, behavioral, neuroimaging and neurophysiological information /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-430-5/.
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Plummer, Kenneth James. "Analysis of the Psychometric Properties of Two Different Concept-Map Assessment Tasks." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2281.pdf.
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Pretorius, Claudette. "The relationship between socio-demographic factors and psychometric screening performances of primary school children with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/9044.
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Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.
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Berenbon, Rebecca Fay. "The Impact of Variation in Response Style on the Psychometric Properties of Word Identification Fluency Growth Rates." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu161531215064564.
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Halliday, Tracey Jaye. "The Development of a New Zealand Adult Reading Test." The University of Waikato, 2006. http://hdl.handle.net/10289/2494.
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The National Adult Reading Test (NART), developed in Britain is commonly used in clinical settings to estimate premorbid intelligence in New Zealand. Research suggests psychometric tests are more accurate if normed on the population they are used with. This study attempted to establish norms for the original NART based on a New Zealand population and develop a National Adult Reading Test for use with a New Zealand population (NZART). Sixty-four university students were administered the Wechslers Abbreviated Scale of Intelligence (WASI), the NART and the New Zealand Adult Reading Test (NZART). A regression equation was developed to estimate premorbid intelligence in this sample. Results indicate fewer errors occur on the NZART than the NART suggesting it may be a better indicator of premorbid intelligence for a New Zealand sample. Furthermore, the NZART was more accurate at estimating premorbid WASI IQ across all three subscales of the WASI at a range of IQ levels. Analyses were also conducted to ascertain the impact of demographic variables. Little overall difference was found in test scores in relation to gender, age or income. Although future studies need to be conducted to validate this new measure, initial results suggest that the NZART may be a more accurate predictor of premorbid IQ in a New Zealand population.
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Akram, Hadeel Abdulah. "THE PSYCHOMETRIC PROPERTIES OF THE ARABIC VERSION OF THE SELF-DIRECTED SEARCH (SDS)-FORM R, 5th EDITION FOR FIRST-YEAR UNIVERSITY STUDENTS IN THE KINGDOM OF SAUDI ARABIA (KSA)." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1498915905713995.
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Hart, Raymond C. Jr. "A FRAMEWORK FOR PSYCHOMETRIC ANALYSIS OF STUDENT PERFORMANCE ACROSS TIME: AN ILLUSTRATION WITH NATIONAL EDUCATIONAL LONGITUDINAL STUDY DATA." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1177960052.
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Rovnak, Amanda M. "A PSYCHOMETRIC INVESTIGATION OF THE EMOTIONAL QUOTIENT INVENTORY IN ADOLESCENTS: A CONSTRUCT VALIDATION AND ESTIMATE OF STABILITY." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1175100013.
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Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007."May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Van, Stelten Margaretha Aletta. "The empirical validity of an assessment battery for apprentice electrician students / M.A. van Stelten." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1896.
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Holden, Rachel. "Psychometric Properties of the Adaptive Behavior Assessment System- Second Edition with Adults Diagnosed with Intellectual Disability." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1461253948.
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Twigge, Liesle. "A psychometric investigation into the use of an adaptation of the Ghiselli predictability index in personnel selection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53288.
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Thesis (Mcom)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: The field of human resources involves continuous decision-making regarding the matching of the workforce with the workplace, since this match determines individuals' motivation to perform the actions associated with the workplace. If, at the time of the decision, the decision maker could obtain information on end performance, the chances of achieving the desired results would be increased. However, personnel selection is complicated by the obvious fact that information on end performance is not available at the time of the selection decision. All such decisions thus involve predictions about people's performance. The classic validity model forms the foundation of all prediction in as far as the strength of the relationship between the predictor of performance and the actual performance determines the accuracy of the predictor. Over time, numerous possibilities have been considered on how to increase the magnitude of this relationship as experienced through the validity coefficient, mostly involving modifications and/or extensions to the standard regression model. An interesting and challenging alternative to the usual multiple-regression based attempts may be found in the work of Ghise11i (1956, 1960a, 1960b). He has chosen to improve prediction directly through the development of a composite predictability index that explains variance in the prediction errors resulting from an existing prediction model. It would, however, appear as if the procedure has found very little, if any, practical acceptance, partly attributed to the fact that the predictability index failed to significantly explain unique variance in the criterion when added to a model already containing one or more predictors. Resultantly, based on the Ghiselli idea, this research investigates the possibility of modifying such a predictability index so that it does significantly explain unique variance in the criterion when added to a model already containing one or more predictors. In addition, the study investigates whether the expansion of the prediction model is warranted by examining the effect the increase in subject predictability has on the predictive validity of the selection procedure, as well as the monetary effect it has on the utility of the procedure. Hypotheses are tested to determine the possibility of developing an index from a personality measurement that shows a strong and significant correlation with the residuals computed from the regression of the criterion on an ability predictor; to determine if the addition of the index to an ability predictor significantly explains variance in the criterion measurement that is not yet explained by the ability predictor relationships, and to determine whether this ability is affected by the direction in which the index has been developed. Furthermore, hypotheses are tested to determine the increment on validity and selection utility. The data for the analysis was obtained from Psytech (SA), where a validation study was performed at the Gordon Institute of Business Science using the Apil-B ability test, the Critical Reasoning Test Battery and the Organisational Personality Profile measurements to predict the performance of 100 MBA students. The results of the analysis confirmed Ghiselli' s earlier findings that the traditional predictability index does not significantly explain variance in the criterion residual when added to the selection battery. However, by modifying the Ghiselli procedure, the study found that the index was able to significantly explain variance when added to a battery already containing the predictor. When the index is based on the real values of the residuals, the addition of the predictability index to the model significantly explains unique variance in the criterion, but not so when based on the absolute values of the residuals. It also indicated that the inclusion of the predictability index to the prediction model created a substantial increase in the validity of the selection procedure and that the increase in validity translated into a noteworthy improvement in utility. Conclusions are drawn from the obtained results and recommendations are made for future research.
AFRIKAANSE OPSOMMING: 'n Psigometriese Ondersoek na die Gebruik van 'n Aanpassing van die Ghiselli Voorspellingsindeks in Personeelkeuring: Die veld van menslike hulpbronne sluit 'n aaneenlopende besluitnemingsproses aangaande die passing van die arbeidsmag met die werkplek in, aangesien hierdie passing die individu se motivering met betrekking tot optredes wat met die werkplek geassossieer word, bepaal. lndien die besluitnemer ten tye van die besluitneming alreeds oor inligting rakende die eindprestasie van die individu beskik, sal die moontlikheid verhoog word om die gewenste resultate uit die besluitneming te verkry. Personeelkeuring word egter gekompliseer deur die voor die hand liggende feit dat inligting rakende die eindprestasie nie beskikbaar is ten tye van die keuringsbesluit nie. Alle besluite van hierdie aard sluit dus voorspellings oor individue se prestasie in. Die klassieke geldigheidsmodel vorm die basis van alle voorspellings gebaseer op die sterkte van die verwantskap tussen die voorspeller van prestasie en die werklike prestasie van die individu. Oor die jare is verskeie moontlikhede oorweeg om die sterkte van die hierdie verwantskap soos uitgedruk deur die geldigheidskoëffisiënt te verhoog, hoofsaaklik deur middel van aanpassings en/of verlengings van die standaardregressiemodel. 'n Interessante en uitdagende alternatief vir die pogings gebaseer op meervoudige regessie kan gevind word in die werk van Ghiselli (1956, 1960a, 1960b). Hy poog om voorspelling direk te verbeter deur die ontwikkeling van 'n saamgestelde voorspellingsindeks wat variansie verklaar in die voorspellingsfoute verkry uit 'n bestaande voorspellingsmodel. Dit wil egter voorkom asof die voorspellingsindeks gefaal het om unieke variansie in die kriterium te verklaar wanneer dit toegevoeg word tot 'n model wat alreeds een of meer voorspellers bevat. Gebaseer op die Ghiselli-idee, ondersoek hierdie navorsing dus die moontlikheid om die voorspellingsindeks aan te pas sodat dit beduidend unieke variansie in die kriterium verklaar wanneer dit toegevoeg word tot 'n model wat alreeds een of meer voorspellers bevat. Die studie ondersoek enersyds ook die regverdiging van die uitbreiding van die voorspellingsmodel deur die impak van die verbetering in voorspelling op die voorspellingsgeldigheid van die keuringsprosedure, en andersyds bestudeer dit ook die monetêre effek op die nutwaarde van die prosedure. Hipoteses word getoets om die moontlikheid van 'n indeks, wat uit 'n persoonlikheidsmeting ontwikkel, is en wat sterk en beduidend met die residue wat uit die regressie van die kriterium op die vermoënsvoorspeller bereken is, te bepaal. Daar word ook getoets of die toevoeging van die indeks tot 'n vermoënsvoorspeller beduidende variansie in die kriteriummeting verklaar wat nie alreeds deur die vermoënsvoorspeller verklaar word nie. Daar word verder bepaal of hierdie vermoë geaffekteer word deur die rigting waarin die indeks ontwikkel is. Verder word hipoteses getoets aangaande die impak op beide die geldigheid en die nutwaarde van die keuringsprosedure. Die data vir die analises is verkry by Psytech SA, waar 'n valideringstudie uitgevoer is by die Gordon Institute of Business Science deur die gebruik van die Apil-B vermoënstoets, die Critical Reasoning Test Battery en die Organisational Personality Profile metings om die prestasie van 100 MBA studente te voorspel. Die resultate van die analise bevestig Ghiselli se vroeëre bevindings dat die tradisioneel ontwikkelde indeks nie beduidend variansie in die kriteriumresidue verklaar wanneer dit toegevoeg word tot die keuringsbattery nie. Deur egter die oorspronklike Ghiselli prosedure aan te pas word gevind dat die toevoeging van die indeks tot die regressiemodel wel beduidend unieke variansie verklaar. Die vermoë van die indeks om variansie te verklaar wanneer dit tot die battery toegevoeg word, is beduidend wanneer die indeks gebaseer word op die werklike waardes van die residue, maar toon geen beduidendheid wanneer dit gebaseer word op die absolute waardes van die residue nie. Die resultate dui ook daarop dat die insluiting van die voorspellingsindeks in die model 'n betekenisvolle toename in die voorspellingsgeldigheid van die keuringsprosedure teweegbring, en dat die toename in voorspellingsgeldigheid vertaal na 'n substantiewe styging in nut. Gevolgtrekkings word uit die verkreë resultate afgelei, en aanbevelings vir toekomstige navorsing word gemaak.
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Swank, Jacqueline Melissa. "Assessing the psychometric properties of the Counseling Competencies Scale a measure of counseling skills, dispositions, and behaviors." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4534.
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Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies Scale?? (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both completed a demographic questionnaire developed by the researcher.; The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach's alpha. The exploratory factor analyses yielded five midterm CCS factors ((a) Factor 1: Assessment and Application, (b) Factor 2: Professional Behaviors and Dispositions, (c) Factor 3: Beginning Counseling Skills, (d) Factor 4: Advanced Counseling Skills, (e) Factor 5: Directive Counseling Skills) and four final CCS factors ((a)Factor 1: Professional Dispositions and Behaviors, (b) Factor 2: Counseling Skills, (c) Factor 3: Assessment and Application, (d) Factor 4: Growth). Additionally, the CCS exhibited strong internal consistency reliability for both the individual factors and the overall models. The interrater reliability among raters yielded a low correlation (Skills (r = .436), Dispositions (r = .515), Behaviors (r = .467), and Total (r = .570)). Furthermore, an assessment of criterion-related validity yielded a high correlation (r = .407) between the final total score on the CCS and the students' final grade in the counseling practicum course. The results of the statistical analyses support the development of the CCS, a promising assessment instrument for evaluating counseling competencies within counselors-in-training. Through the further development of the CCS, counselor educators and supervisors will have a sound method for assessing their students' levels of counseling competencies and learning outcomes. Additionally, the CCS may support counselor educators and supervisions in their ethical and legal responsibilities as teachers, evaluators, and gatekeepers for the counseling profession. Furthermore, the CCS offers counselors-in-training a tool to assist them in understanding and developing their level of comprehensive counseling competencies.ID: 028916996; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 319-333).
Ph.D.
Doctorate
Education
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Perrochon, Anaïck. "Les caractéristiques de marche en simple et double tâche sont-elles des biomarqueurs d'une phase asymptomatique du déclin cognitif ?" Thesis, Poitiers, 2013. http://www.theses.fr/2013POIT1407/document.
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On admet aujourd'hui que les tests psychométriques traditionnels paraissent insuffisants pour détecter précocement des troubles cognitifs. Parallèlement, des cliniciens observent une perte de l'automaticité de la marche lors du vieillissement normal ou de pathologies neurodégénératives qui peut être directement imputée au déclin des fonctions exécutives (FE) et aggravé lors des situations de double-tâche (DT). Plusieurs auteurs ont montré que la présence prématurée d'une atteinte motrice pouvait prédire une évolution défavorable vers une démence de type Alzheimer. Dans ce contexte, il devient évident que l'évaluation de la marche doit faire l'objet d'une investigation spécifique lors d'un bilan cognitif. Les travaux de cette thèse s'articulent autour du concept de troubles cognitifs légers, des FE et de l'évaluation motrice lors de diverses situations de marche.L'objectif principal est de déterminer si l'évaluation de la marche spontanée et/ou en DT constitue un outil de détection précoce des troubles cognitifs. Un objectif secondaire est de préciser les FE qui affectent la performance motrice dans les situations de DT. L'originalité de ce travail de thèse réside dans le développement de nouveaux exercices de DT de navigation spatiale basés sur l'adaptation de tests neuropsychologiques (test de Corsi, de Stroop et Trail Making Test) à la marche. Finalement, nous avons aussi proposé un « stroop écologique » qui s'intéresse à la prise de décision de traverser de rue au feu piéton.Les résultats révèlent que les interférences provoquées par les situations de DT entrainent une modification spécifique du schéma de marche du sujet âgé ayant des troubles cognitifs même lorsqu'ils sont infracliniques. De plus, la résolution des tests de DT nécessite la participation commune de plusieurs FE.En conclusion, la batterie de test que nous proposons présente un intérêt potentiel dans la détection précoce des troubles cognitifs chez les sujets âgés, mais aussi dans la compréhension des mécanismes régulant les FETraditional psychometric and/or neuropsychologic tests alone, are not powerful enough to detect cognitive disturbances in aging subjects and therefore new criteria and tests should be developed to get relevant screening tools. Since walking is not anymore considered as a pure automatic motor task but as a task depending both on cognitive and executive functions (EF), clinicians became interested in studying walking disturbances in the course of neurodegenerative pathology development. Walking tasks can be complex and could be assimilated as a double-task (DT) when individuals have to simultaneously proceed with cognitive and motor tasks. Several authors have suggested that disturbances in walking abilities could predict cognitive disorders (e.g. Alzheimer Disease, Mild Cognitive Impairment (MCI)). Therefore, walking abilities should specifically be evaluated during cognitive clinical investigation.The main goal of our work is to evaluate whether a walking task alone and/or walking tasks in the context of DT could be of interest in detecting early stages of cognitive disorders in the elderly. A secondary goal is to investigate what are the executive functions that can influence walking during a DT. The originality of our approach also stems from the new motor ability tests we have developed. They are based on validated neuropsychological tests (Corsi, Stroop and Trail Making Tests) and are adapted to the context of walking. Moreover, we also present an adaptation of the Stroop test in the situation of a pedestrian at the cross light intending to cross a street ("ecological Stroop test").Our results show that DT situations induce specific changes in walking scheme in the elderly with established cognitive disorders and also -and this is one of our most important result- with borderline patients. We also show that the DT we tested required the involment of several EF.In conclusion, the new tests we present could be of interest in detecting early stages of cognitive disorders in elderly subjects and moreover can give clues to the mechanisms involved in the regulation of executive functions
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Anderson, Hannah Ruth. "A Psychometric Investigation of a Mathematics Placement Test at a Science, Technology, Engineering, and Mathematics (STEM) Gifted Residential High School." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594656968297342.
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Jonas, Katherine Grace. "Potential test information for multidimensional tests." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5787.
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Test selection in psychological assessment is guided, both explicitly and implicitly, by how informative tests are with regard to a trait of interest. Most existing formulations of test information are sensitive to subpopulation variation, with the result that test information will vary from sample to sample. Recently, measures of test information have been developed that quantify the potential informativeness of the test. These indices are defined by the properties of the test, as distinct from the properties of the sample or examinee. As of yet, however, measures of potential information have been developed only for unidimensional tests. In practice, psychological tests are often multidimensional. Furthermore, multidimensional tests are often used to estimate one specific trait among many. This study develops measures of potential test information for multidimensional tests, as well as measures of marginal potential test information---test information with regard to one trait within a multidimensional test. In Study 1, the performance of the metrics was tested in data simulated from unidimensional, first-order multidimensional, second-order, and bifactor models. In Study 2, measures of marginal and multidimensional potential test information are applied to a set of neuropsychological data collected as part of Rush University's Memory and Aging Project. In simulated data, marginal and multidimensional potential test information were sensitive to the changing dimensionality of the test. In observed neuropsychological data, five traits were identified. Verbal abilities were most closely correlated with probable dementia. Both indices of marginal potential test information identify the Mini Mental Status Exam as the best measure of that trait. More broadly, greater marginal potential test information calculated with regard to verbal abilities was associated with greater criterion validity. These measures allow for the direct comparison of two multidimensional tests that assess the same trait, facilitating test selection and improving the precision and validity of psychological assessment.
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Lafère, Pierre. "Rôle de l'oxygène dans les phénomènes de narcose à l'azote." Thesis, Brest, 2014. http://www.theses.fr/2014BRES0042/document.
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Le plongeur subit de nombreuses contraintes issues du milieu dans lequel il évolue. La narcose à l’azote par ses effets sur la performance cognitive en fait partie. Elle est impliquée dans de nombreux accidents de plongée sous-marine. Il est donc nécessaire de développer un outil fiable pour évaluer la performance cognitive sous l’eau de manière quantitative, reproductible et indépendante de la subjectivité du plongeur. Ensuite, après validation de cet outil (fréquence critique de fusion du scintillement - CFFF) préciser le rôle des facteurs modulateurs de la narcose en particulier celui de l’oxygène. Nos investigations sont réalisées chez des volontaires sains sélectionnés spécifiquement pour obtenir une population homogène (genre, âge, BMI, condition physique et expérience en plongée). L’analyse de la performance cérébrale est réalisée au moyen de tests psychométriques, d’échelles visuelles analogique et de la CFFF dans différentes conditions (normobarie, plongées simulées et réelles à 30 mètres de profondeur pendant 20 minutes) et avec différents gaz (air et Nitrox 40%). L’effet propre de l’oxygène est appréhendé par l’utilisation de la spectroscopie proche de l’infrarouge (NIRS).Nos mesures confirment d’une part la dégradation progressive de la performance cognitive tant par les tests psychométriques que par la CFFF avec un bon degré de corrélation (Pearson de 0,86 à 0,93) entre eux et d’autre part l’incapacité du plongeur à s’auto- évaluer. L’évolution de la performance cognitive est caractérisée par une amélioration lors de l’arrivée en profondeur d’autant plus marquée que la quantité d’oxygène dans le mélange respiré est importante, suivie par une dégradation qui persiste au moins jusqu’à 30 minutes après le retour en surface, surtout en respiration d’air. L’utilisation de l’imagerie fonctionnelle cérébrale (NIRS) permet d’associer l’amélioration des performances cognitives à une activation cérébrale dépendante de l’oxygène. L’oxygène semble donc être un élément important de la modulation des symptômes de la narcose à l’azote. De manière très cohérente avec la théorie neurochimique de la narcose nous suggérons que l’effet net sur la performance cérébrale dépend d’une balance entre les effets activateurs de l’oxygène et les effets inhibiteurs de l’azoteDuring a dive subjects undergo many environmental stressors. Nitrogen narcosis through its effects on cognitive performance is one of them. Narcosis is indeed involved in many scuba diving accidents. It is therefore mandatory to develop a quantitative, reliable, reproducible tool to evaluate underwater diver’s cognitive performance. This tool should not be dependent on diver’s subjectivity. Once this tool (critical flicker fusion frequency - CFFF) is validated, we could then clarify the role of narcosis modulating factors in particular that of oxygen.Our investigations were performed in healthy volunteers specifically selected in a large group of recreational diver to obtain a standard population (gender, age, BMI, fitness and experience in diving). Cerebral performance analysis is carried out using psychometric tests, visual analogic scale and CFFF in different conditions (normobaria, simulated and open-water dives to a depth of 30 meters of fresh or salt water for 20 minutes) and with different gases (air and EANx 40%). The specific effect of oxygen is apprehended by use of near infrared spectroscopy (NIRS).On one hand, our measurements confirm the gradual deterioration of cognitive performance by both psychometric tests and CFFF, which share a good degree of correlation (Pearson from 0.86 to 0.93) and on the other hand diver’s inability to assess themselves.The evolution of cognitive performance is characterized by an improvement when arriving at depth followed by a progressive impairment that persists for at least 30 minutes after surfacing.The more oxygen in the breathing mixture, the better improvement in the early part of the dive and the less impairment in the following measurements are observed. Brain functional imaging (NIRS) allows us to pair the observed cognitive performance improvement with oxygen-dependent brain activation.It seems that Oxygen is an important modulator of the symptoms of nitrogen narcosis. In accordance with the neurochemical theory of narcosis we suggest that the net effect on cerebral performance depends on a balance between the activating effects of oxygen and the inhibitory effects of nitrogen
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Ribeiro, Walquiria de Jesus. "Evid?ncias de validade de uma bateria para avalia??o das altas habilidades/superdota??o." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/313.
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Previous issue date: 2013-02-18Pontif?cia Universidade Cat?lica de Campinas
The high ability/giftedness is a multidimensional phenomenon, whose evaluation has become a challenge nowadays, especially when it considers the lack of standardized and validated instruments in Brazil for this purpose. This study aimed to look for evidence of validity (construct and criterion) of a Battery for Assessment of High Ability. The sample was composed of students of the 2nd. year of elementary school to 3rd. year of high school, of both sexes, average age eleven (SD=2,02), divided into 470 students in regular education and 118 students participating in the Student Support Services Program with High Ability. The instrument used was composed of six subtests, four of reasoning (verbal, abstract, numerical and logical) one of figural creativity (Completing figures) and other verbal creativity (Creating Metaphors). Through exploratory factor analysis, we found three factors with eigenvalues of 3.737, 1.535 and 1.093, explaining 70.72% of the total variance, with Factor 1 representing measures Verbal Creativity; Factor 2, Intelligence; and Factor 3, Creativity figural. Correlations were found between the factors, more moderate, between Creativity and Intelligence Verbal (r=0.346). Significant effects of the variable group were noted in relation to evidence RV, RA, RN and RL, as well as factor in test preparation Figural Creativity and Quality characteristic Metaphorical Verbal Creativity Test, demonstrating discriminatory power of these measures in the identification of students with high skills. The results showed evidence of construct validity Battery for Assessment of High Ability in assessing Intelligence, Creativity Figural and Verbal and evidence of criterion validity for identifying high ability students from the subtests of intelligence, and partially through some measures of verbal and figural creativity. Other studies are needed to further investigate the psychometric criteria of the instrument under construction.
As altas habilidades/superdota??o ? um fen?meno multidimensional, cuja avalia??o tem se tornado um desafio nos dias atuais, ainda mais quando se constata a falta de instrumentos validados e normatizados no Brasil para tal fim. Este estudo teve como objetivo buscar evid?ncias de validade (construto e crit?rio) de uma Bateria para Avalia??o das Altas Habilidades. A amostra total foi composta por 588 alunos do 2?. ano do ensino fundamental ao 3?. ano do ensino m?dio, de ambos os sexos, m?dia de idade de 11,11 anos (DP=2,02), divididos em 470 alunos de sala de ensino regular e 118 alunos participantes de Programa de Atendimento ao Aluno com Altas Habilidades. O instrumento utilizado foi composto por seis subtestes, sendo quatro de racioc?nio (Racioc?nio verbal, abstrato, num?rico e l?gico), um de criatividade figural (Completando figuras) e outro de criatividade verbal (Cria??o de Met?foras). Atrav?s da an?lise fatorial explorat?ria, foram encontrados tr?s fatores com eigenvalues de 3,737; 1,535 e 1,093, explicando 70,72% da vari?ncia total, com o Fator 1 representando medidas de Criatividade Verbal, o Fator 2, de Intelig?ncia e o Fator 3, de Criatividade Figural. Correla??es foram encontradas entre os fatores, de forma mais moderada, entre Criatividade Verbal e Intelig?ncia (r=0,346). Efeitos significativos da vari?vel grupo foram notados em rela??o ?s provas RV, RA, RN e RL, bem como no fator Elabora??o no teste de Criatividade Figural e na caracter?stica Qualidade Metaf?rica do teste de Criatividade Verbal, demonstrando poder discriminat?rio dessas medidas na identifica??o dos alunos com altas habilidades. Os resultados apontaram evid?ncias de validade de construto da Bateria para Avalia??o das Altas Habilidades na avalia??o da Intelig?ncia, Criatividade Figural e Verbal e evid?ncias de validade de crit?rio para identifica??o de alunos com altas habilidades a partir dos subtestes de intelig?ncia, e, parcialmente, atrav?s de algumas medidas de criatividade figural e verbal. Outros estudos se fazem necess?rios para melhor investiga??o dos crit?rios psicom?tricos do instrumento em constru??o.
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Alhaythami, Hassan Mohammed. "THE PSYCHOMETRIC PROPERTIES OF THE ARABIC VERSIONSOF THE SOCIAL NETWORKING TIME USE SCALE AND THE SOCIAL MEDIA AND ACADEMIC PERFORMANCE OF STUDENTS SCALE AMONG UNIVERSITY STUDENTS IN SAUDI ARABIA." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158746740437348.
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Burns, Stephanie Tursic. "The Predictive Validity of Person Matching Methods in Interest Measurement." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1327781557.
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Källström, Reidar. "Construction, Validation and Application of a Virtual Reality Simulator for the Training of Transurethral Resection of the Prostate." Doctoral thesis, Linköpings universitet, Kirurgi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54466.
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The fundamental of surgical training is the traditional apprenticeship method introduced by William Halsted which has been used for the last 100 years. It is based on learning in the operating room (OR) where the resident is guided by an experienced surgeon and gradually and methodically exposed to surgery. The continuous development of surgical methods together with the growing awareness of medical errors and ethical considerations have made the Halsted method outdated and there is an obvious need to be able to learn the skills of surgery without risking patient safety. New methods such as laparoscopy and endoscopy demand specific skills and abilities that may not be met by everyone. At the same time, the physical limitations of these new methods have made it possible to construct virtual reality (VR) simulators to practise and learn the skills necessary. This study is about the construction and evaluation of a VR-simulator for the training of transurethral resection of the prostate (TURP). It also concerns the specific abilities needed to become a good surgeon. A simulator for training TURP was developed after a face validity study where 17 experienced urologists gave their opinion of the specific content necessary for the training of this procedure. After a content validity study by nine experienced urologists and application of necessary improvements, a group of 11 medical students and nine experienced urologists performed a construct validity test where the urologists showed significantly higher levels of both skill and effectiveness compared to the inexperienced students when performing a simulated TURP procedure. The students showed a positive learning curve, but did not reach the levels of the urologists. The results of the experienced urologists were used as the minimal criterion level when 24 urology residents practised the procedure. Training took place while on a course on benign enlargement of the prostate and its treatment options, with emphasis on the “gold standard” treatment – TURP. During the course they performed three guided and video-taped TURP-procedures each on selected patients. Between two of the procedures they performed criterion-based training in the simulator. This VR-to-OR study showed improvement in operative skills with the same patient outcome as in the normal clinical situation. It also showed that simulator training improved their skills even more. During their time on the course their personality traits (TCI) and cognitive abilities (Rey complex figure and recognition trial, tower of London, WAIS-III) were tested. The results showed that a better learning curve in the OR was associated with a better simulator learning curve and a good visuospatial memory. The associated personality traits were high levels of goal directedness, impulse control, responsibility, anticipation of harmful events and a balanced attachment style. In conclusion, we have demonstrated that it was technically possible to construct a useful simulator for the training of TURP (PelvicVision®) which may now be considered clinically validated for this purpose. Novice training and performance in the simulator improves the learning curve and predicts the resident’s performance in the OR. The results support the implementation of validated simulation technology in a criterion-based training curriculum for residents. Furthermore, the results showed preliminary data on personality traits and visuospatial abilities that are important for learning a complex surgical procedure.
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de, Medeiros Vasconcelos e. Rego Lisiane Cysne. "Traducción, validación y evaluación de las propiedades psicométricas de la versión en portugués de la cocaine selective severity assessment." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/382647.
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La gran demanda de tratamiento y el alto índice de ingresos han convertido el consumo de cocaína en una preocupación mundial de tendencia ascendente. En Brasil, lo más notable es el aumento del consumo de crack en los medios socio-económicos altos, alcanzando alta prevalencia en casi todas las regiones del país.
La evidencia científica ha demostrado que el consumo de cocaína produce cambios neuroadaptativos en el cerebro y que la gravedad de los síntomas de abstinencia puede predecir el pronóstico de los pacientes. No obstante, hasta la fecha, los instrumentos utilizados para la evaluación de los síntomas de abstinencia han sido desarrollados en Estados Unidos, por lo que sería de gran utilidad examinar el funcionamiento de estas herramientas en otra realidad social.
La escala Cocaine Selective Severity Assessment (CSSA) es el instrumento de excelencia para detección de los síntomas iniciales de la abstinencia de cocaína, que ha demostrado su gran utilidad en la detección precoz de recaídas, a través de su validez predictiva. El objetivo principal de este estudio ha sido, traducir, validar y analizar las propiedades psicométricas de la CSSA para el tratamiento de la abstinencia precoz de cocaína en un contexto comunitario brasileño.
La fiabilidad entre entrevistadores de nuestro estudio presentó un coeficiente Kappa con un índice de acuerdo de respuestas casi perfecto para 9 de los 10 pares de entrevistadores. La escala traducida al portugués presentó una disminución importante en la puntuación entre los pacientes que se mantuvieron abstinentes de cocaína, pero no fue capaz de corroborar la impresión clínica de que los síntomas de abstinencia inicial de cocaína se asocian con un peor pronóstico. El análisis de componentes principales, a través de análisis factorial exploratorio, encontró una solución de un solo componente para la CSSA- versión brasileña, explicando hasta el 50,9% de la variabilidad de la muestra, relacionado con la intensidad y la frecuencia del craving de cocaína. El alfa de Cronbach alcanzó 0,84.
La CSSA-versión brasileña, a pesar de presentar una disminución de puntuación importante para los pacientes que se mantuvieron abstinentes de cocaína, no se mostró un predictor útil de los resultados de abandono de tratamiento para pacientes ingresados con dependencia de cocaína.The high demand for treatment and the high level of income has become cocaine in a global concern with rising trend. In Brazil, the most notable is the increased use of crack in the high socio-economic means, reaching high prevalence in almost all regions of the country. Scientific evidence has shown that cocaine use causes neuroadaptive changes in the brain and that the severity of withdrawal symptoms can predict patients’s prognosis. However, to our days, the instruments used for the evaluation of the withdrawal symptoms have been developed in the United States, so it would be useful to review the operation of these tools in other social reality. The scale Cocaine Selective Severity Assessment (CSSA) is the instrument of excellence for detecting early symptoms of cocaine withdrawal, which has been extremely helpful in the early detection of relapse by its predictive validity. The main objective of this study was to translate, validate and analyze the psychometric properties of the CSSA for the treatment of initial symptoms of cocaine withdrawal in a Brazilian community context. The reliability between interviewers of our study showed a Kappa coefficient with a response rate of almost perfect agreement for 9 of the 10 pairs of interviewers. The scale translated into Portuguese presented an important decline in scoring among patients who remained abstinent of cocaine, but was not able to corroborate the clinical impression that the initial symptoms of cocaine withdrawal are associated with a worse prognosis. The principal component analysis, through exploratory factor analysis, found a single-component solution for CSSA- Brazilian version, explaining to 50.9% of the variability of the sample, related to the intensity and frequency of craving cocaine. Cronbach's alpha reached 0.84. The CSSA-Brazilian version, despite having an important decline in scoring among patients who remained abstinent of cocaine, has not showed itself as an useful predictor of the outcome of abandonment of treatment for patients admitted with cocaine dependence.
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Tolle, Kathryn. "An Examination of the Criterion-Related Validity of Four Maximizing Tendency Scales: Which Scale is the "Best?"." Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1458418698.
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Lederer, Nicole. "Parent/guardian Satisfaction with Early Head Start Services in Lucas County." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544565465681181.
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Shelton, Andrew J. "Spanish Measurement of Adult Attachment: Reliability and Validity of the Experiences in Close Relationships Scale in a Hispanic American Sample." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801946/.
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Measures of adult attachment developed in English have been translated and validated in multiple Spanish-speaking countries, yet to this date no self-report adult attachment instrument has been systematically examined for validation with Latinos/Hispanic Americans. The present study examined psychometric properties of a Spanish version of a widely used adult attachment scale, the Experiences in Close Relationships Scale (ECRS), with a bilingual college student sample. Following the dual-language split half (DLSH) quantitative method of evaluating semantic equivalence, 209 bilingual, Latinos/Hispanic American college students recruited from a large public university completed a DLSH version of the ECRS (half English, half Spanish). Internal consistency reliability and DLSH reliability were within acceptable limits, although significantly smaller than coefficients of the English ECRS completed by a large Caucasian sample (n = 459); 3- to 8-week test-retest reliability was also adequate. Exploratory factor analysis revealed a two-factor solution with 35 items accounting for 40% of the variance, which was similar to the English ECRS. Convergent validity was supported by findings that showed significant associations of attachment dimensions with social self-efficacy, self-esteem, depressive symptoms, and comfort with self-disclosure, but not interpersonal trust. Evidence for discriminant validity was found in that attachment dimensions were not significantly associated with social desirability. Theoretical implications, limitations, and future directions of the study will be discussed based on adult attachment theory and cross-cultural perspectives.
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Perry, Brittney Dawhn. "Ineffective Psychometric Testing: GRE Test Administration." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1202.
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The effectiveness of the GRE was measured through a mixed-methods study. Quantitative data was studied to determine a relationship between GRE scores and the completion of higher education. Students and employers were surveyed to clarify a link between the content the GRE measures and the skills that are needed in graduate school and the workforce. In addition, students were asked if test administration, time-constrained questions, and question bias had any effect of their GRE score. Together, these findings were inconclusive and do not suggest that the GRE is effective or ineffective in its measurement of potential graduate students in relation to test content, test administration, and question bias, time-constrained questions, and the accurate measurement of psychometrics.
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Dimitrova, Valeria. "From Music to Medicine: Transfer of Motor Skills from Piano Performance to Laparoscopic Surgery." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42457.
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Background: Due to the deficit of knowledge on fine motor skill far transfer from one domain of expertise to another, piano performance and surgical training serve as a relevant, interdisciplinary context in which to study the transfer of motor skills given both have relatively well-established levels of performance and require complex fine motor skills. Musicians tend to demonstrate greater ease in all aspects of procedural knowledge which are known to contribute to the early stages of motor learning. Previous research in the Piano Pedagogy Research Laboratory (PPRL) found that extensive piano training was correlated with faster learning of surgical knot-tying skills. However, the short-term two-day timeline was a limitation of the study. Objective: Our project has built on previous work in the PPRL to address the short-term nature of previous studies by measuring a long-term performance curve as well as retention of surgical training and also expanded on the previous project by focussing this time on laparoscopic tasks. This study compared performance curves of two participant groups (pianists and controls) over five consecutive days and retention one week later, as measured by speed and accuracy of task completion. Laparoscopic training consisted of six tasks repeated at every session. Since laparoscopy involves a variety of abilities concurrently, we also administered a battery of ten psychometric tests to isolate and measure specific aspects of non-motor and fine motor skills. Results: There was no statistical difference between participant groups on the majority of laparoscopic training and psychomotor assessments based on two-way mixed ANOVA and Mann-Whitney U test analysis, respectively. There were also little to no significant correlations between abilities and laparoscopic performance. The only significant confounding variable was that the control group was significantly more interested in surgery than the musician group (p = .037). Conclusion: Overall, these results demonstrate that piano performance training did not far transfer to laparoscopic surgery. This is relevant to the debate on far transfer of motor skills given this study’s robust design which addressed previous shortcomings by including a longer timeline and more specifications of musicians’ characteristics. Our findings indicate that fine motor skills are domain specific to music and surgery, respectively.
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McGuffey, Amy R. "Validity and Utility of the Comprehensive Assessment of School Environment (CASE) Survey." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1417510261.
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Genis, Marina. "A content analysis of forensic psychological reports written for sentencing proceedings in criminal court cases in South Africa." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23628.
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Since the 1970s there has been a rising trend in South Africa for legal professionals to use the services of psychologists in legal proceedings. Psychologists have therefore increasingly started to appear as expert witnesses in court cases. Despite this, the field of forensic psychology in South Africa has yet to be defined and delineated. Currently there are no set guidelines or regulations regarding who is qualified to do forensic work, and no standards against which this work can be measured. Psychology in the courtroom has begun to receive a notorious reputation as a result of this. The Professional Board for Psychology (PBP) of the Health Professions Council of South Africa (HPCSA) is investigating the creation of a new category of registration, that of Forensic Psychologist, partly in an effort to manage and address this problem. However, to date little, if any, research has been conducted on the scope of the work presented to the courts by psychologists appearing as expert witnesses. This research aimed to address this gap by analysing a sample of forensic psychological reports. The following aspects were investigated: - Who (category or registration, length of registration, etc.) is doing sentencing reports;
- How (interviews, collateral information, psychometric tests, etc.) these reports are compiled; and
- Whether these reports measure up to professional expectations as well as adhere to the guidelines of the HPCSA.
- That psychologists who are adequately trained and have the proven experience in forensic work, be accredited by the PBP;
- That guidelines and standards for forensic work be drawn up by the PBP; in addition, that more complete ethical guidelines than those contained in chapter 7 of the PBP’s Rules of Conduct Pertaining Specifically to Psychology also be drawn up;
- That adequate training at MA level in basic forensic issues be made compulsory, with the option of advanced training for those wishing to specialise in the field; and
- That lawyers be trained in basic concepts of psychology so as to allow for better selection of an appropriate psychologist to assist them and also to assure effective cross-examination regarding psychological issues in court.
Dissertation (MA)--University of Pretoria, 2010.
Psychology
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Knappe, Susanne, Jens Klotsche, Franziska Heyde, Sarah Hiob, Jens Siegert, Jürgen Hoyer, Anja Strobel, et al. "Test–retest reliability and sensitivity to change of the dimensional anxiety scales for DSM-5." Cambride University Press, 2014. https://tud.qucosa.de/id/qucosa%3A39010.
Full textAbstract:
Objective. This article reports on the test–retest reliability and sensitivity to change of a set of brief dimensional self-rating questionnaires for social anxiety disorder (SAD-D), specific phobia (SP-D), agoraphobia (AG-D), panic disorder (PD-D), and generalized anxiety disorder (GAD-D), as well as a general cross-cutting anxiety scale (Cross-D), which were developed to supplement categorical diagnoses in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5). Methods. The German versions of the dimensional anxiety scales were administered to 218 students followed up approximately 2 weeks later (Study 1) and 55 outpatients (23 with anxiety diagnoses) followed-up 1 year later (Study 2). Probable diagnostic status in students was determined by the DIA-X/M-CIDI stem screening-questionnaire (SSQ). In the clinical sample, Diagnostic and Statistical Manual of Mental Disorders, 4th edition (DSM-IV) diagnoses were assessed at Time 1 using the DIA-X/M-CIDI. At Time 2, the patient-version of the Clinical Global Impression— Improvement scale (CGI-I) was applied to assess change. Results: Good psychometric properties, including high test–retest reliability, were found for the dimensional scales except for SP-D. In outpatients, improvement at Time 2 was associated with significant decrease in PD-D, GAD-D, and Cross-D scores. Discussion. Major advantages of the scales include that they are brief, concise, and based on a consistent template to measure the cognitive, physiological, and ehavioral symptoms of fear and anxiety. Further replication in larger samples is needed. Given its modest psychometric properties, SP-D needs refinement. Conclusion. Increasing evidence from diverse samples suggests clinical utility of the dimensional anxiety scales.