Dissertations / Theses on the topic 'Test validity'
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1
Woolard, Christopher. "Moderation of Personality Test Validity." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/326.
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Personality testing can be an adequate instrument for prediction of future job performance. However, the predictive ability of these tests has been only moderate at best. This researcher attempted to determine if feedback would help improve the predictive ability of personality tests. The results indicated that feedback did not moderate the relationship between the personality dimensions and job performance for all of the personality construct s except Openness to Experience. This researcher also attempted to replicate the findings of the Barrick and Mount (1993) study which found that autonomy moderated the relationship between Conscientiousness, Extraversion, Agreeableness, and job performance. This researcher found support for Barrick and Mount's findings for Extraversion and Conscientiousness, but not for Agreeableness.
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Sargsyan, Alex. "Test Validity and Statistical Analysis." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8472.
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Roivainen, E. (Eka). "Validity in psychological measurement:an investigation of test norms." Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526209432.
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Abstract A psychological test may be defined as an objective and standardized measure of a sample of behaviour. The interpretation of test results is usually based on comparing an individual’s performance to norms based on a representative sample of the population. The present study examined the norms of popular adult tests. The validity of the Wartegg drawing test (WZT) was studied using two rating scales, the Toronto Alexithymia Scale and the Beck Depression Inventory as criterion tests. Weak to moderate correlations were found. It is concluded that the WZT has some validity in the assessment of Alexithymia. Efforts to develop a psychometrically valid and reliable method of interpreting the WZT should be continued. Cross-national and historical analyses of the norms of Wechsler’s adult intelligence scale (WAIS) were performed. The results show that the Finnish WAIS III test norms are distorted in the younger age groups. Significant cross-national and cross-generational differences in relative subtest scores, test profiles were also observed. Differences in general intelligence cannot explain such variations, and educational and cultural factors probably underlie the observed differences. It is suggested that the concept of a national IQ profile is useful for cross-national test validation studies. The validity of a validity scale, the Chapman Infrequency Scale, was studied in the context of a survey study. Results showed that careless responding is significantly more frequent among psychiatric patients relative to healthy respondents. The common procedure of excluding careless responders from final samples may affect the results of survey studies targeting individuals with psychiatric symptoms. Cut-off scores for exclusion should be flexible and chosen according to the demographic and health characteristics of the sample. In conclusion, the results of this study underscore the need for up-to-date and representative test norms for valid test interpretationTiivistelmä Psykologiset testit voidaan ymmärtää otoksiksi tutkittavan käyttäytymisestä. Mittauksen tulosta tulkitaan yleensä vertaamalla sitä tavalliseen tai keskimääräiseen tulokseen eli testinormeihin. Väitöskirjatutkimus tarkastelee suosittujen aikuistestien normien pätevyyttä. Warteggin piirrostestin validiteettia aleksitymian ja depression mittarina tutkittiin käyttämällä vertailukriteerinä kahta lomaketestiä, Toronton aleksitymia-asteikkoa ja Beckin depressioasteikkoa. Mitatut korrelaatiot olivat melko matalia. Tutkimuksen johtopäätöksenä oli, että Wartegg-testi saattaa olla hyödyllinen menetelmä aleksitymian toteamisessa ja että empiiriseen tutkimukseen perustuvaa tulkintamenetelmien kehittämistä pitäisi jatkaa. Tutkimuksessa selvitettiin myös Wechslerin aikuisten älykkyystestien (WAIS) eri versioiden osatestien kansallisten normien välisiä eroja ja eroja ikäkohorttien välillä. Tulokset osoittivat, että suomalaiset WAIS III testinormit ovat vinoutuneet nuorempien ikäryhmien osalta. Tutkimuksessa havaittiin merkitseviä eroja osatestien keskiarvojen suhteissa eli testiprofiileissa eri maiden ja ikäkohorttien välillä. Kyseisiä eroja ei voida selittää älykkyyden yleisellä faktorilla, vaan niiden taustalla on luultavasti koulutukseen ja kulttuuriin liittyviä tekijöitä. Osa eroista kansallisissa testiprofiileissa näyttää olevan luonteeltaan pysyviä, ja tätä tietoa voidaan käyttää hyväksi testinormien pätevyyttä arvioitaessa. Chapmanin vastaustapa-asteikon (CIS) validiteettia tutkittiin Pohjois-Suomen vuoden 1966 syntymäkohortin kyselytutkimusaineistolla. Psykiatrisista oireista kärsivät henkilöt saivat korkeampia pistemääriä kuin terveet vastaajat. Johtopäätöksenä oli, että vastaustapamittarit voivat karsia psykiatrisia potilaita liian herkästi ulos tutkimusjoukosta, mikä voi vääristää tutkimusten tuloksia. Kriteeripistemäärän pitäisi olla joustava ja sen määrityksessä pitäisi ottaa huomioon tutkimusjoukon ominaisuudet. Tutkimukset osoittavat, että testituloksen luotettava tulkinta vaatii ajanmukaiset ja edustavaan otokseen perustuvat testinormit
4
Katalayi, Godefroid Bantumbandi. "The DR Congo English state examination: some fundamental validity issues." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/1682.
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Magister Educationis - MEdThe test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir's (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination. A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the test, and the interview. Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students; (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good; (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.
South Africa
5
Kyei-Blankson, Lydia S. "Predictive Validity, Differential Validity, and Differential Prediction of the Subtests of the Medical College Admission Test." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125524238.
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DeKort, Cynthia Dianne. "Validity measures of the Communication Attitude Test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22590.pdf.
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Storey, Peter. "Investigating construct validity through test-taker introspection." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297537.
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Buddin, William Howard Jr. "The Validity of the Medical Symptom Validity Test in a Mixed Clinical Population." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/15.
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Clinicians have a small number of measurement instruments available to them to assist in the identification of suboptimal effort during an evaluation, which is largely agreed upon as a necessary component in the identification of malingering. Green's Medical Symptom Validity Test is a forced-choice test that was created to assist in the identification of suboptimal effort. The goal of this study was to provide clinical evidence for the validity of the Medical Symptom Validity Test using a large, archival clinical sample. The Test of Memory Malingering and the Medical Symptom Validity Test were compared to assess for level of agreement, and were found to agree in their identification of good or poor effort in approximately 75% of cases, which was lower than expected. Scores from the Medical Symptom Validity Test's effort subtests were tested for differences between adult litigants and clinically referred adults. Scores between these groups were different, and it was found that adult litigants obtained scores that were statistically significantly lower than those in the clinical group. Additionally, children were able to obtain results on the Medical Symptom Validity Test subtests that were equivalent to those of adults. Finally, the Wechlser Memory Scales - Third Edition core memory subtests were assessed for their ability to predict outcomes on the Medical Symptom Validity Test Delayed Recognition subtest. This analysis of the adult litigants and adult clinical groups revealed that, collectively, the predictors explained approximately one-third of the variance in scores on the Delayed Recognition subtest. Outcomes from these hypotheses indicated that the Medical Symptom Validity Test was measuring a construct similar to that of the Test of Memory Malingering. Due to the lower than expected level of agreement between the tests, it is recommended that clinicians use more than one measure of effort, which should increase the reliability of poor effort identification. Due to their lower scores the effort subtests, adults similar to those in the adult litigants group can be expected to perform more poorly than those who are clinically referred. Because effort subtest scores were not affected by cognitive or developmental domains, clinically referred children or adult examinees can be expected to obtain scores above cutoffs, regardless of mean age, IQ, or education. Additionally, an examinee's memory will not impact outcome scores on the effort subtests of the Medical Symptom Validity Test. Further research is needed to understand the Medical Symptom Validity Test's ability to accurately identify poor effort with minimal false positives, examine the impact of reading ability on effort subtests, and compare simulators' outcomes to those of a clinical population.
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Žujović, Alisa Murphy. "Predictive Validity of Florida’s Postsecondary Education Readiness Test." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7253.
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The role of the community college is constantly evolving. At its inception in the early 1900’s, the community college’s broad focus was to provide quality, affordable education to the members of the community the college serves. Today, that focus remains the same, but has also morphed into one that meets the specific needs of its students. One of these needs that is a critical issue for community colleges relates to developmental education.
The assessment of developmental education has been a contentious subject among higher education institutions. Defining college readiness, methods describing how to measure it, and instruments with which to measure it, have all been issues that higher education researchers have debated. Using multilevel modeling, this study evaluated a customized developmental education assessment measure in a single community college in Florida, and its ability to correctly place students in appropriate courses.
The Postsecondary Education Readiness Test (PERT) was implemented in Florida in 2010 as the primary gauge of student readiness based on competencies identified by Florida’s high school, college and university faculty. PERT assesses these competencies in the areas of mathematics, reading and writing. The courses of interest in this study were four math courses offered in community colleges across Florida: Developmental Math I (MAT 0018), Developmental Math II (MAT 0028), Intermediate Algebra (MAT 1033), and College Algebra (MAC 1105).
The sample for Developmental Math I consisted of 727 students in 64 sections; for Developmental Math II, 900 students in 197 sections; for Intermediate Algebra, 713 students in 328 sections; and for College Algebra, 270 students in 204 sections. Five models were formulated to investigate the predictive validity of the PERT with final grades in the aforementioned math courses. These models also analyzed the relationships with student and course level predictors. Student level predictors included whether student had a first time in college status, student race/ethnicity, gender, student enrollment status (part-time or full-time), age, PERT score, and final grade in the math course. Course level variables consisted of employment status of instructor (part-time or full-time), the number of years the instructor had been employed, time of day of the course (day or evening), and the course delivery method (on campus or online).
Results of this study indicated that the PERT score was a significant predictor for Developmental Math I, Developmental Math II, and College Algebra showing a positive relationship with final grade in each of these courses. Four of the research questions inquired as to whether interaction effects with the PERT score and race, and PERT score and gender existed. No interaction were significant, which indicated that no differential predictive validity was evident. The remaining two research questions examined the level of variance associated with the student and course level variables. For Developmental Math I, Black students had lower final grades than White students, and older students performed better than younger students. In Developmental Math II, female students had higher final grades than males, and older students had higher grades. For the credit-level courses, in Intermediate Algebra, full-time students had higher final grades than part-time students, and once again, older students exhibited higher grades. In College Algebra, for the final model, only the PERT score was significant. No other student nor course level variables was found to be significant predictors of final grade.
These results are only a preliminary view of how PERT test scores relate to final math grades in only one institution in Florida. Statewide standard setting procedures are necessary in order to properly assess whether cut score for the PERT are appropriate, and to determine if this test is properly measuring the construct it intends in order to verify the reliability of the test items, and the validity of the test itself.
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Chen, Kaung-Hsung. "Validity studies of the Heinrich Spatial Visualization Test /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244142270.
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Rosenberg, Sharyn L. Cizek Gregory J. "Multilevel validity assessing the validity of school-level inferences from student achievement test data /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2304.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.
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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria.Department of Educational Psychology
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Villalobos, Jason Matthew. "Cross-Validation of the Finger Tapping Test as an Embedded Performance Validity Test." Thesis, Alliant International University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621375.
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The purpose of the study is to investigate accuracy of the Arnold et al. Finger Tapping cut-offs in a new, large sample of “real world” credible and non-credible male and female patients. The purpose of the research is to cross-validate cut-offs for use of the Finger Tapping Test as a performance validity measure. The original cut-offs were published by Arnold et al. (2005) and it is important to cross-validate cut-offs on new populations to show that specificity/sensitivity data are stable and replicable. The data used from the archival data set are finger tapping test scores, age, educational level, gender, ethnicity, diagnosis, compensation-seeking status (whether or not the person is in a lawsuit or attempting to obtain disability), and scores on other performance validity tests used for assigning subjects to credible and noncredible groups.
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Hong, Sehee. "An investigation of the influence of internal test bias on test predictive validity /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950153601334.
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Brown, Paul. "Preliminary reliability and validity of the Apperceptive Coping Test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37490.pdf.
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Lee, Catharine H. "The Parenting Styles Self-Test, reliability and construct validity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0029/MQ62237.pdf.
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Mumford, Sally. "The Situational Judgment Test : cognition, constructs and criterion validity." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9597/.
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The Situational Judgment Test (SJT) is a personnel selection test in which a hypothetical scenario is provided, and the applicant asked to choose one or rate multiple answers. Unlike conventional knowledge tests, performance does not rely upon typical academic intelligence. A key requirement of research is to fully understand the construct validity, criterion validity and SJT theory. This thesis is a set of 3 studies that investigates firstly, the construct validity of an SJT in medicine, secondly, establishes a new construct of interest to the SJT (formal operational thought, FOT) and thirdly, investigates FOT in relation to both the construct and criterion validity of an SJT in medicine. In study 1 a current model of the construct validity of the SJT was examined alongside two measures assessing individual differences that are not currently included in SJT theory (‘Need for Cognition’ and ‘Occupational Self-Efficacy’) with the aim of increasing the amount of variance explained in SJT scores. Neither existing theory nor the additional variables significantly explained SJT performance. Inspection of the literature revealed aspects of intelligence previously unexplored in relation to the SJT; fluid intelligence and FOT. A new measure of FOT was validated and FOT was conceptualised as a higher level ability for complex reasoning, independent to that used for primary cognitions. Study 3 then assessed FOT, SJT performance, academic attainment and job performance within medical students. FOT scores did not significantly explain variance in the SJT scores. However, they had incremental validity over the SJT in explaining actual job performance. The studies demonstrate that introducing FOT yielded additional unique variance over the SJT when explaining job performance and that this concept is a higher level thought store, independent of procedural and declarative knowledge stores. These ideas are presented in a theoretical model integrating existing intelligence and SJT theory.
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Akin, Faith W., and Mary Jo Davenport. "The Validity and Reliability of the Motion Sensitivity Test." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2424.
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The Motion Sensitivity Test (MST) is a clinical protocol designed to measure motion-provoked dizziness during a series of 16 quick changes to head or body positions. The MST has been used as a guide for developing an exercise program for patients with motion-provoked dizziness and as a treatment outcome measure to monitor the effectiveness of vestibular rehabilitation therapy. This study determined validity, test-retest reliability, and interrater reliability of the MST. Fifteen individuals with motion-provoked dizziness and ten control individuals were tested during sessions occurring 90 min and/or 24 hr after baseline testing. The MST was found to be reliable across raters (intraclass correlation coefficient [ICC] = 0.99) and test sessions (ICC = 0.98 and 0.96). Test validity was good. The results indicated that the MST can be used reliably in clinical practice to develop exercise programs for patients with motion-provoked dizziness and to provide evidence of intervention efficacy
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Smith, Jeffrey A. "An Examination of Test-Taking Attitudes and Response Distortion on a Personality Test." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30601.
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This study examined test-taking attitudes and response distortion on a personality test. Consistent with our hypotheses, applicants were found to have significantly more positive test-taking attitudes and exhibit a greater degree of response distortion as compared to incumbents. In addition, test-taking attitudes were significantly associated with response distortion. However, test-taking attitudes failed to affect work performance or validity in the incumbent sample. Limitations and implications for future research are discussed.Ph. D.
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Parr, Anita M. "TEACHER MADE TEST RELIABILITY: A COMPARISON OF TEST SCORES AND STUDENT STUDY HABITS FROM FRIDAY TO MONDAY IN A HIGH SCHOOL BIOLOGY CLASS IN MONROE COUNTY OHIO." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1142864088.
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Rudman, Natalie. "The validity of effort tests in working age dementia and a review of the clinical validity of the test of memory malingering." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485940.
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Tests to detect suboptimal effort during neuropsychological assessment are becoming widely used in clinical practice based on their reported insensitivity to cognitive dysfunction. This study aimed to examine the performance of individuals with working age dementia on six tests of effort, the MSVT, NV-MSVT, TOMM, Rey 15, Rey Dot Counting and Coin in the Hand, in order to determine whether cognitive functioning adversely influences test performance. 42 participants who received a diagnosis of dementia before the age of65 completed measures of emotional and cognitive functioning and six effort tests. The results demonstrate that cognitive functioning, in particular the domain ofNew Learning, is significantly related to effort test performance. Participants with mild dementia performed significantly better on all six effort tests than those classified as having moderate/severe dem<:ntia. The results also suggest that the six effort tests are not equally sensitive to cognitive dysfunction. Rey's Dot Counting Te~t was the only effort test to be passed by all participants using the timing criterion, and therefore the only test that can be recommended for use in this population at this time until further validation studies are undertaken.
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Otřísal, Václav. "Statistika ve vývoji zkušebního testu." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-15750.
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The paper deals with a justifiability of the application of statistics in the process of test development. It also aims to show possibilities of its application on the final test version. The first part of the thesis brings up the fundamentals of test development theory. The second part aims to describe general impact of statistics application on the test qualities. It further focuses on item analysis as one of the tool to evaluate test items qualities. Among others it includes information about reliability and validity analysis so as about the test equating methods. The analytical part contains analysis conducted on the OSP test. The analytical part also deals with predicted test validity and with the quality level of data gained from pre-testing.
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Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.
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Wright, Mary Ann. "Investigating the validity of the conditional reasoning test for leadership." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42939.
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Several decades of leadership research have failed to yield a personality measure that accurately predicts successful leaders (Bernus&Manis, 1985; Stogdill, 1974; Vroom&Yago, 2007; Yukl, 1989). A new implicit measure of personality, the Conditional Reasoning Test for Leadership (CRT-L), shows promise in this endeavor. This project investigated the construct and criterion-related validities of this measure. Previous research on implicit personality measures, and specifically conditional reasoning measures, has demonstrated that their relationship to their explicit measure counterparts tends to be modest or nonexistent. This was the case for the CRT-L, which had no relationship to the NEO Hostility Scale or the Motivation to Lead (MTL) Scale. As expected, the two explicit measures did have a significant and positive relationship (r = .42). The CRT-L was also effective at predicting leadership and power criteria. It had positive and significant relationships with Leadership Peer Nominations (r = .25) and Power Peer Nominations (r = .21) and was more successful in these predictions than either of the explicit measures. The results of this research provide evidence for the effectiveness of the CRT-L as a leadership measure and further validation work is encouraged.
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Stretch, Richard Aldworth. "Validity and reliability of an objective test of cricket skills." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005625.
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This study was conducted to assess the validity and reliability of four self-designed, objective tests of cricket batting, bowling, fielding and general ability skills. The batting test requires the batsman to hit a suspended ball at a target area as many times as possible in 60 seconds. His score is doubled to give his score for the batting test. In the bowling test the bowler is required to bowl ten balls at target areas marked on the pitch. Each delivery is recorded to give him a score out of 100. The fielding test requires the fielder to catch and field seven balls in a predetermined sequence. Each fielded ball that is not thrown through the target area incurs a penalty of three seconds. The total time taken is used to obtain the fielding test score out of 100. In the general ability test the player is required to hit a ball up and down twenty-five times. He then has to run along a predetermined path and field three balls and then bowl three balls at a target. A penalty of three seconds is added onto the time taken for each ball that does not pass through the target area. The actual score, out of 100, is determined from the total time taken. To determine the validity of the objective tests of batting, bowling, fielding and general ability, 155 subjects were subjectively assessed in these four categories by experienced coaches. The four objective tests were then conducted on these subjects and the scores compared. Forty-four subjects were assessed by experienced and inexperienced testers to determine the reliability of the tests when administered by different testers. To determine the reliability of the tests when repeatedly administered by one tester 23 subjects were assessed on five consecutive days. Significant correlations (p < 0,05) were found for the tests of validity between subjective and objective assessment (0,43 to 0,81) and the test for objectivity between experienced and inexperienced testers (0,41 to 0,78). A significant improvement (p < 0,05) in scores occurred during repeated testing, but most of this improvement took place between the first two tests. The results indicate that the tests are valid and reliable tests of cricket batting, bowling, fielding and general ability, if sufficient pre-test practice is allowed.
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Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.
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Colakoglu, Zeliha Ruhsar. "Establishing The Validity Of A Leadership Based Situational Judgment Test." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615673/index.pdf.
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The aim of this study was to develop a leadership measure using situational judgment test (SJT) methodology and to evaluate both construct and criterion-related validity of the developed SJT with respect to a well established measure of leadership, the Leadership Opinion Questionnaire (LOQ).
In this study, it was hypothesized that task-oriented leadership-based SJT (SJT-T) is positively related to the supervisors&rsquoand subordinates&rsquo
ratings of task-oriented leadership as assessed by the LOQ and relationship-oriented SJT (SJT-L) would be positively related to the supervisors&rsquo
and subordinates&rsquo
ratings of the relationship-oriented leadership as assessed by the LOQ. The data were collected from supervisors (N = 87) and their subordinates (N = 160) in a government organization in Ankara. The results indicated that the expected division of SJT-T and SJT-R was not possible. Therefore, rather than developing two SJTs measuring task- and relationship-oriented leadership, a decision was made to develop a general SJT-L measuring context-specific leadership and the hypotheses were tested on an exploratory basis without making a distinction between SJT-T and SJT-R. It was found that the relationship between the SJT-L and supervisors&rsquo
self ratings for task-oriented LOQ was significant but in the unexpected direction. However, the relationship between the SJT-L and subordinates&rsquo
ratings for their supervisors&rsquo
relationship-oriented leadership, using the LOQ, was positive and significant. Lastly, SJT-L was found to be a significant and unique predictor of subordinates&rsquo
ratings of leadership performance. Limitations of the study are acknowledged and results are discussed along with some suggestions for future research.
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Ip, Tsang Chui-hing Betty, and 葉鈤翠卿. "The construct validity of the aptitude test for prevocational schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862770X.
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Miller, Daniel S. "The effects of scoring technique on situational judgment test validity." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4806.
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Situational Judgment Tests (SJTs) are frequently used by organizations as a face-valid selection measure with low adverse impact and a relatively strong relationship with relevant criteria. Despite their common use, there remain several research questions regarding the theoretical foundations and characteristics of SJTs. Additionally, developments in SJT scoring provide fertile ground for research to validate new scoring techniques to better predict criteria of interest. Motowidlo and his colleagues (2006) recently developed a scoring technique for SJTs based on the principle of Implicit Trait Policies (ITPs) which are implicit beliefs concerning the effectiveness of different behavioral choices that demonstrate varying levels of targeted traits. Individuals high in these targeted traits will rate item responses that demonstrate high levels of that particular trait as more effective. Taking into consideration this new method, and also considering the multitude of scoring methods already available to test developers, it logically follows that these different scoring methods will have different correlations with constructs of interest, and that by using this new method it may be possible to achieve a much higher correlation with personality. The effects of scoring technique on relationships between SJT scores and constructs of interest such as personality will in turn have effects on the criterion validity of the SJT. This research explored how scoring methods affected the relationship SJT scores have with general mental ability, personality traits, typical performance, and maximum performance. Results indicated significant differential validity as a function of the respondents' race. For minority participants, SJT scores predicted "maximum performance ratings" in a simulation exercise but not "typical performance ratings" provided by familiar peers. However, the reverse was true for Caucasian participants.; The two scoring methods demonstrated differential validity. However, the nature of these differences varied as a function of the performance dimension in question (i.e., agreeableness, extraversion). Implications for future research will be discussed as well as the practical implications of these findings.ID: 031001501; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed July 26, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 203-226).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Industrial and Organizational Psycholog Track
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Addamegh, Khaled A. "EFL multiple-choice vocabluary test-taking strategies and construct validity." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275852.
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Parmar, Rene S. (Rene Sumangala). "Cross-Cultural Validity of the Test of Non-Verbal Intelligence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332395/.
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The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, 10, and 22 are biased against the Indian group, though overall item characteristic curves are not significantly different; (c) mean raw scores on the TONI are significantly different between second and third grade Indian subjects; and (d) mean TONI Quotients are significantly different between normally achieving and mentally retarded Indian subjects. It is evident that deletion of biased items and rescaling would be necessary for the TONI to be valid in the Indian context. However, because it does discriminate between subjects at different levels of ability, adaptation for use in India is justified. It may prove to be a more current and parsimonious method of assessing intellectual abilities in Indian children than instruments presently in use.
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Wong, Ka Yee Allison. "Construct validity of the test of gross motor development - 2." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/694.
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Uygun, Nazli. "Validity Of Science Items In The Student Selection Test In Turkey." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609716/index.pdf.
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This thesis presents content-related and construct-related validity evidence for science sub-tests within Student Selection Test (SST) in Turkey via underlying the content, cognitive processes, item characteristics, factorial structure, and group differences based on high school type. A total number of 126,245 students were present in the research from six type of school in the data of SST 2006. Reliability Analysis, Item Analysis, Principle Component Analysis (PCA) and one-way ANOVA have been carried out to evaluate the content-related and construct-related evidence of validity of SST. SPSS and ITEMAN programs were used to conduct the above-mentioned analyses. According to the results of content analysis, science items in the SST 2006 found to be measuring various cognitive processes under knowledge, understanding and problem solving cognitive domains. Those items loaded under three factors according to PCA findings which were measuring very close dimensions. Moreover, a threat to validity was detected via one-way ANOVA due to significant mean difference across high school types.
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Penk, Mildred Lotus. "Mental Imagery: The Road to Construct Validity." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331872/.
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Internal consistency reliability and validity were established for a new 31 item Imagery Manipulation Scale. Previous attempts to correlate subjectively rated control of visual imagery with tests of spatial ability have been unsuccessful. However, no attempt to construct a subjectively rated control of imagery scale was located which tried to establish internal consistency reliability and both content and construct validity. Further, no research was located in which subjects were requested to rate their imagery ability utilized during the performance of the actual spatial tasks used to try to establish validity. A new scale of subjectively rated control of imagery was devised in which subjects were requested to rate their imagery while solving spatial tasks which involved visualizing the manipulation of geometric forms. Content validity was established by analyzing the transformation involved while solving the spatial problems. Internal consistency reliability for the 31 item scale was established across two samples. Validity was established with the second sample (100 university students: 26 male and 74 female). The task utilized to provide validity could be objectively scored, and was made up of four spatial subtests, which were adapted from the Vandenberg and Kuse Mental Rotations Test, the Kosslyn Directions Test, performed in both the forward and backward direction, and a block task utilized by Snyder. A convergent and discriminant validity analysis established construct validity. Further, the hypotheses of three investigators, Kosslyn, Shepard and his colleagues, and Snyder, were supported by the results of the present investigation, thus substantiating the conclusion that reported control of imagery processing can be operationalized with performance scores on spatial ability tasks.
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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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Wilson, Stephen M., Alexa Bautista, Melodie Yen, Stefanie Lauderdale, and Dana K. Eriksson. "Validity and reliability of four language mapping paradigms." ELSEVIER SCI LTD, 2017. http://hdl.handle.net/10150/626091.
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Language areas of the brain can be mapped in individual participants with functional MRI. We investigated the validity and reliability of four language mapping paradigms that may be appropriate for individuals with acquired aphasia: sentence completion, picture naming, naturalistic comprehension, and narrative comprehension. Five neurologically normal older adults were scanned on each of the four paradigms on four separate occasions. Validity was assessed in terms of whether activation patterns reflected the known typical organization of language regions, that is, lateralization to the left hemisphere, and involvement of the left inferior frontal gyrus and the left middle and/or superior temporal gyri. Reliability (test-retest reproducibility) was quantified in terms of the Dice coefficient of similarity, which measures overlap of activations across time points. We explored the impact of different absolute and relative voxelwise thresholds, a range of cluster size cutoffs, and limitation of analyses to a priori potential language regions. We found that the narrative comprehension and sentence completion paradigms offered the best balance of validity and reliability. However, even with optimal combinations of analysis parameters, there were many scans on which known features of typical language organization were not demonstrated, and test-retest reproducibility was only moderate for realistic parameter choices. These limitations in terms of validity and reliability may constitute significant limitations for many clinical or research applications that depend on identifying language regions in individual participants. (C) 2016 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license
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McQuarrie, Maureen Anne. "An empirical validity study of the Canada French individual achievement test." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28171.
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Bryant, P. C. II. "Predictive validity and test-retest reliability of a measure of resilience." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/28883.
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Campbell, Lindsey. "Test-retest reliability and further validity of the cognitive fusion questionnaire." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5627.
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Introduction Acceptance and Commitment Therapy (ACT) has developed from traditional behavioural theory and seeks to reduce experiential avoidance and increase psychological flexibility. It is argued to be distinct from cognitive therapy and has been used to treat a variety of mental health problems in addition to chronic pain. ACT is linked to Relational Frame Theory and the research developments associated with this. One central process of ACT is termed ‘cognitive defusion’ and this process is used to encourage individuals to become less identified with the content of their cognitions. It is important to measure the extent to which individuals become ‘fused’ with their cognitions and a Cognitive Fusion Questionnaire (CFQ) has been developed to do this. The current studies build upon earlier research by subjecting the CFQ to further reliability and validity testing and assessment of its factor structure. Method A community sample was used throughout. The majority of participants took part online, however, some participants completed paper copies of the questionnaires. Study one had a sample of 47 and focused on construct validity of the CFQ where participants completed this measure and also measures of similar and distinct constructs. The other measures included a mindfulness questionnaire, a measure of experiential avoidance and a social desirability questionnaire. Study two concerned the test-retest reliability of the CFQ. There were 82 participants in this study who completed the CFQ on two occasions, one month apart. In this study, participants also completed a measure of anxiety and depression symptoms. Study three had 144 participants and assessed the factor structure of the CFQ. Results Results from study one indicate that the CFQ negatively correlates with a measure of mindfulness and positively correlates with a measure of experiential avoidance. This study also found that the CFQ has no relationship with a measure of conscious attempts to appear more desirable. Results from study two show that there is a strong positive correlation between scores on the CFQ at testing time one and testing time two. The CFQ was also found to correlate positively with a measure of anxiety and depression symptoms and to mediate the relationship between anxiety scores at testing time one and testing time two. Confirmatory factor analysis was used in study three to assess the factor structure of the CFQ and found a two factor model was the best fit for the data. Discussion The results are considered in relation to relevant research. Limitations of the current studies are assessed and possibilities for future research discussed. In particular, cognitive fusion is discussed in relation to anxiety and depression symptoms. The similarities between the CFQ and a measure of experiential avoidance are discussed and the different aspects of measurement are reflected upon.
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MASSALAI, RENATA. "EVIDENCE OF VALIDITY OF A COMPUTERIZED EXECUTIVE TEST IN SCHOOL CHILDREN." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33956@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
O uso da tecnologia na avaliação neuropsicológica infantil oferece uma série de facilidades como: otimização do tempo, redução de custo e melhor refinamento da cognição por meio do tempo de reação. No Brasil, esta modalidade avaliativa é escassa, principalmente para medidas executivas na infância. Para suprimir tal demanda, investigaram-se as evidências de validade do instrumento executivo informatizado Jogo das Cartas Mágicas (JCM), composto por três fases: classificação por cor (12 itens), por forma (12 itens) e por cor e forma (24 itens) em 113 crianças de seis a nove anos de idade (M igual a 7,58) e (DP igual a 1,07) sem desenvolvimento atípico, matriculadas em escolas particulares e instituições sociais da zona Norte da cidade do Rio de Janeiro. Além do instrumento JCM, outros foram aplicados: WASI, Stroop, Dígitos da Escala (WISC-IV), Trilhas A B, Fluência verbal e o Inventário (SSRS) para crianças, pais e professores em três encontros de 30 minutos com dias alternados. Realizou-se ANOVA mista para verificar os efeitos idade e sexo nos escores brutos do JCM. Em seguida, Analise Fatorial com método de extração os Componentes Principais e rotação varimax com critério de Kaiser. Os dados revelaram que não houve interação entre as variáveis, porém a analise fatorial resultou em quatro componentes nomeados respectivamente: aspectos executivos, aspectos regulatórios, aspectos atencionais e fluídos. Sugerem-se novas pesquisas com o JCM ampliando a amostragem com faixa etária posteriores e novos protocolos de instrumentos executivos, inclusive computadorizados já validados ao contexto brasileiro para eventuais validades convergentes e de critérios a serem investigadas.
The use of technology in children s neuropsychological assessment offers a series of facilities such as: time optimization, cost reduction and better refinement of cognition through reaction time. In Brazil, this type of evaluation is scarce, especially for executive measures in childhood. In order to suppress this demand, we investigated the evidence of validity of the computerized executive tool Game of Magical Letters (JCM), composed of three phases: classification by color (12 items), by form (12 items) and by color and form items) in 113 children aged six to nine years old (M equals 7.58) and (SD equals 1.07) without atypical development, enrolled in private schools and social institutions in the northern part of the city of Rio de Janeiro. In addition to the JCM instrument, others were applied: WASI, Stroop, Scale Digits (WISC-IV), Tracks A B, Verbal Fluency and Inventory (SSRS) for children, parents and teachers in three 30-minute alternating-day meetings. Mixed ANOVA was performed to verify age and sex effects on the gross scores of JCM. Then, Factorial Analysis with extraction method the Principal Components and varimax rotation with Kaiser criterion. The data revealed that there was no interaction between the variables, but the factorial analysis resulted in four components named respectively: executive aspects, regulatory aspects, attentional and fluid aspects. We suggest new researches with the JCM expanding the sample with later age and new protocols of executive instruments, including computerized ones already validated in the Brazilian context for eventual convergent validities and criteria to be investigated.
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De, Bruin IIse. "Exploring how objects used in a Picture Vocabulary Test influence validity." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25218.
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Multilingualism in the classroom is one of the many challenges found in the cumbersome bag that the South African education system is carrying over its shoulders at present. Globalisation and migration have added to the burden as factors adding further diversity to the already diverse classroom. In South Africa the spotlight is focused on equality. Equality is expected in the education system, and in the classroom and especially in tests. With 11 official languages excluding the additional languages from foreign learners it has become a daunting task to create tests that are fair across multilingual learners in one classroom. Items in tests that function differently from one group to another can provide biased marks. An investigation was done in order to detect any biased items present in a Picture Vocabulary Test. The study was lead by the main research question being: How do objects used in a Picture Vocabulary Test influence the level of validity? The first sub research question was: How do objects used in a Picture Vocabulary Test influence the level of validity? The next sub question was: To what extent is an undimensional trait measured by a Picture Vocabulary Test? The final subquestion was To what extent do the items in a Picture Vocabulary Test perform the same for the different language groups? This Picture Vocabulary Test was administered to Grade 1 learners in Afrikaans, English or Sepedi speaking schools within Pretoria, Gauteng. The sample totalling 1361 learners. The process involved a statistical procedure known as Rasch analyses. With the help of Rasch a Differential Item Functioning (DIF) analysis was done to investigate whether biased items were present in the test. The aim of this study it is to create greater awareness as to how biased items in tests can be detected and resolved. The results showed that the items in the Picture Vocabulary Test all tested vocabulary. Although items were detected that did indeed perform differently across the three language groups participating in the study.Dissertation (MEd)--University of Pretoria, 2010.
Science, Mathematics and Technology Education
unrestricted
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Haigh, Charles Frederick. "Gender differences in SAT scores : analysis by race and socioeconomic level." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941574.
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Gender differences on Scholastic Aptitude Test (SAT) scores were analyzed by racial and socioeconomic groupings. Differences in SAT-Math scores, in SAT-Verbal scores, and in the difference between SAT-Math and SAT-Verbal scores were studied using four racial groupings (African American, Asian American, Caucasian American, and Hispanic American) and two socioeconomic groupings (average-to-high income and average-low income) of students. All differences were tested at the .05 level. Socioeconomic status was determined by using federal guidelines for free and reduced school lunches.The population of the study consisted of 7625 students (3962 females and 3663 males) from two school districts. School District A provided the SAT-M and SAT-V scores of 767 African American, 111 Asian American, 5202 Caucasian American, and 101 Hispanic American students. School District B provided the SAT-M and SAT-V scores of 139 African American,'179 Asian American, and 1126 Caucasian American students.Males, as a group, were found to be significantly higher than females in SAT-M scores and in the difference between SAT-M and SAT-V scores. Asian Americans and Caucasian Americans were found to score significantly higher than both African Americans and Hispanic Americans in SAT-M and SAT-V scores. Asian Americans were found to score significantly higher than all other racial groups in the difference between SAT-M and SAT-V scores. Hispanic Americans were found to score significantly lower than Asian Americans and Caucasian Americans and significantly higher than African Americans in SAT-M and SAT-V scores. African Americans were found to. score significantly lower than all other racial groups in SAT-M and SAT-V scores. A significant two-way interaction was found for gender and race in SAT-M scores, in SAT-V scores, and in the difference between SAT-M and. SAT-V scores. Gender differences in SAT scores varied significantly between each racial grouping.Average-to-high socioeconomic groups were found to have significantly higher scores than average-to-low socioeconomic groups in both SAT-M and SAT-V scores. These differences occurred regardless of gender and race. Significant linear differences were also found to occur in the difference between SAT-M and SAT-V scores over a seven year period.Department of Educational Leadership
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Balthrop, Kullen Charles. "MMPI-2-RF UNDERREPORTING VALIDITY SCALES IN FIREFIGHTER APPLICANTS: A CROSS-VALIDATION STUDY." UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/149.
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The identification of potential underreporting in employment evaluations is important to consider when examining a measure’s validity. This importance increases in personnel selection involving high-virtue positions (e.g., police officers and firefighters). The current study aimed to utilize an archival firefighter applicant sample to examine the construct validity of the Minnesota Multiphasic Personality Inventory-2-Restructured Form’s (MMPI-2-RF) underreporting scales (L-r and K-r). Results were analyzed using a correlation matrix comprised of a modified version of the Multi-Trait Multi-Method Matrix (MTMM), as well as multiple regression and partial correlation. The present study provides additional support for the construct validity of the MMPI-2-RF’s underreporting validity scales. Further research using outcome measures and alternate assessment methods would be able to provide further information on the efficacy of these scales.
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Trippe, David Matthew. "An evaluation of the construct validity of situational judgment tests." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35795.
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Situational judgment tests are analogous to earlier forms of "high fidelity" simulations such that an ostensible paradox emerges in the consistent finding of criterion-referenced validity but almost complete lack of construct validity evidence. The present study evaluates the extent to which SJT's can demonstrate convergent and discriminant validity by analyzing a SJT from a multitrait-multimethod perspective. A series of hierarchically nested confirmatory factor models were tested. Results indicate that the SJT demonstrates convergent and discriminant validity but also contains non-trivial amounts of construct-irrelevant method variance. Wide variability in the content and validation methods of SJT's are discussed as the reason previous attempts to find construct validity have failed.Master of Science
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Sundström, Anna. "Developing and validating self-report instruments : assessing perceived driver competence." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26764.
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The overall aim of this thesis was to develop and validate a self-report instrument for perceived driver competence. The thesis includes six papers and a summary. All papers focus on perceived driver competence from a measurement perspective; that is, how to develop an instrument for perceived driver competence and how to use and interpret the scores from the instrument in a reliable and valid manner. Study I reviews how perceived driver competence has been measured in other studies and discusses these methods from a measurement perspective. Most studies have examined perceived driver competence by asking drivers to compare their own skill to that of the average driver. That method is problematic, since it is not possible to determine if drivers are overconfident or not, when empirical information of their own skills is missing. In order to examine if drivers overestimate their skills or not, perceived driver competence should be compared with actual driving performance. Study II reports on the development and psychometric evaluation of a self-report instrument for perceived driver competence - the Self-Efficacy Scale for Driver Competence (SSDC). The findings provides support for construct validity, as the SSDC demonstrated sound psychometric properties and as the internal structure of the SSDC corresponded to the theoretical model used as a basis for instrument development. In study III, the psychometric properties of the SSDC were further examined using an item response theory (IRT) model. The findings confirmed the results indicated by the classical analyses in Study II. Additional information was provided by the IRT analyses, as it was indicated that the scale would benefit from fewer scale points or by putting labels on each scale point. In study IV, Swedish and Finnish candidates’ self-assessment accuracy was examined by comparing candidates’ scores on the SSDC and a similar instrument for self-assessment of driving skill used in Finland, with driving test performance. Unlike previous studies, in which drivers compared their perceived skills to that of the average driver, a relatively large proportion made a realistic assessment of their own skills. In addition, in contrast to previous studies, no gender differences were found. These results were also confirmed in study V, where the results from the Finnish instrument for self-assessment of driving skill were compared with the results from a similar instrument used in the Netherlands. Study VI further examined the construct validity of a revised version of the SSDC, combining qualitative and quantitative sources of evidence. There was a strong relationship between the SSDC and an instrument for self-assessment of driving skills, providing support for convergent validity. No relationship was found between the SSDC and driving test performance. Explanations of the lack of relationship were provided from semi-structured interviews, as they indicated that confidence in performing different tasks in the test are different from being confident of passing the test, and that the candidates are familiar neither with assessing their own skills nor with the requirements for passing the test. In conclusion, the results from this thesis indicated that the choice of methods for assessing perceived driver competence as well as the quality of these methods affect the validity. The results provided support for different aspects of construct validity of the SSDC. Moreover, the findings illustrated the benefits of combining different methods in test validation, as each method contributed information about the validity of the SSDC. The studies in this thesis mainly examined internal and external aspects of construct validity. Future studies should examine procedural validity of the SSDC.
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McKinney, Arlise P. "Goal Orientation: A test of competing models." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11074.
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This research examined the validity of the 2-factor (e.g., Button, Mathieu, and Zajac, 1996) and 3-factor (e.g., VandeWalle, 1997) models of goal orientation. These models differ in specifying the dimensionality, measurement, and nomological network for learning goal orientation and performance goal orientation constructs. This study specifically tested the factorial and nomological validity of each model of goal orientation. The factorial validity was examined through a series of nested models and evaluating model fit parameters. The nomological validity of goal orientation was examined testing theoretically-derived relationships with the self-concept traits (e.g., core self-evaluations) of self-esteem, internal locus of control, generalized self-efficacy, and emotional stability. In addition, goal orientation relationships with need for achievement, fear of negative evaluation, and social desirability were also examined.
Results of this study yielded mixed findings for the a priori models. Data from a student sample (N=314) and an employee sample (N=114) resulted in mixed findings across models and across samples. Although there was general support for both factor structures, several psychometric weaknesses were noted in the scales including low factor loadings, low factor variances, and low inter-item correlations. Additionally, results of the test-retest stability of goal orientation constructs were lower than desired across both models.
Results of the hypothesized relationships found consistent support for learning goal orientation relationships, while the results for performance goal orientation were mixed. Learning goal orientation reflected positive and moderate levels of associations (i.e., r >.20) with self-esteem, internal locus of control, generalized self-efficacy, emotional stability, need for achievement and negatively related to fear of negative evaluation. Learning goal orientation also reflected positive but smaller levels of association with social desirability. Hypothesized relationships were supported for VandeWalle's (1997) performance avoid goal orientation reflecting negative relationships with the same correlates, except for a positive association with fear of negative evaluation. In general, the hypothesized relationships for Button et al.'s (1996) performance goal orientation and VandeWalle's (1997) performance prove goal orientation were not supported. These relationships resulted in near zero-correlations. Implications for future research addressing the conceptual framework, measurement and nomological relationships for goal orientation are discussed.Ph. D.
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Dugan, Amy Bakken Linda. "Assessing the validity and reliability of a Piagetian-based paper pencil test." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t005.pdf.
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Thesis (M.Ed.)--Wichita State University, Dept. of Counseling, Educational, & School Psychology."May 2006." Title from PDF title page (viewed on October 19, 2006). Thesis adviser: Linda Bakken. Includes bibliographic references (leaves 46-48).
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Harapiak, Shayla M. "Predictive validity of auditory matching tasks, verbal behavior, and the ABLA test." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57544.pdf.
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Dugan, Amy. "Assessing the validity and reliability of a Piagetian-based paper pencil test." Thesis, Wichita State University, 2006. http://hdl.handle.net/10057/283.
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Piaget hypothesized that we understand the world through the use of cognitive frameworks. The strengths and limitations of these cognitive frameworks (or levels) both help and hinder the learning process. Comprehending individuals’ cognitive levels is essential for teachers to ensure that their students learn. Piaget developed a series of tasks to assess individuals’ cognitive levels (typically called "clinical interviews" which can only be conducted in a one-to-one fashion). Thus, a paper-and-pencil test that could be administered to groups was developed to help teachers determine the cognitive level of the children they teach. Problems with the scoring technique limited the validity and reliability of the instrument; therefore, a revised scoring system was developed that simplified and broadened the scoring of the test. The purpose of the current study is to determine if the reliability and validity of the paper-and-pencil instrument would be significantly increased through the use of the revised scoring procedures. Pre-existing data will be used in all analysis. A total of 279 students (ranging from third to twelfth grades) took the paper-and-pencil test. Next, each student either completed the Piagetian tasks under the supervision of a trained task administrator in the traditional one-on-one format or was retested using the paper-pencil instrument. Some students participated in all three assessments. A bivariate correlation was conducted to analyze the validity and reliability of the instrument. A t-test was calculated to test for a significant difference in the correlational coefficients between the two scoring methods. Results show that correlation coefficients are stronger when using the revised method. The t-test found that the revised scoring method was significantly more reliable, yet was only more valid for two of three stages.by Amy Dugan
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational, & School Psychology.
"May 2006."
Includes bibliographic references (leaves 46-48)
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Constantinides, Annie. "The validity, reliability and objectivity of a field test of squash fitness /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63340.
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