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Krishnan, Saras; Idris, Noraini – International Journal of Evaluation and Research in Education, 2018
In using the Rasch model to improve the quality of an instrument, analysis purports to determine if the sample collaborates well with the items in the instrument such that the results are measuring a single underlying variable. The relevant properties of Rasch analysis are reliability and validity which are key indicators of the quality of a…
Descriptors: Models, Item Response Theory, Construct Validity, Content Validity
Martin, David; Jamieson-Proctor, Romina – International Journal of Research & Method in Education, 2020
In Australia, one of the key findings of the Teacher Education Ministerial Advisory Group was that not all graduating pre-service teachers possess adequate pedagogical content knowledge (PCK) to teach effectively. The concern is that higher education providers working with pre-service teachers are using pedagogical practices and assessments which…
Descriptors: Test Construction, Preservice Teachers, Pedagogical Content Knowledge, Foreign Countries
Huang, Xiaoping; Hu, Zhongfeng – Higher Education Studies, 2015
The main problem of the educational evaluation validity is that it just copies the conceptual framework system of validity from educational measurement to its own conceptual system. The validity conceptual system that fits the need of theory and practice of educational evaluation has not been established yet. According to the inherent attributive…
Descriptors: Test Validity, Educational Assessment, Evaluation Problems, Theory Practice Relationship
Grossman, Paul – Psychological Assessment, 2011
The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from an age-old systematic phenomenological program to investigate subjective experience. Recent enthusiasm for "mindfulness" in psychology has resulted in proliferation of self-report inventories that purport to measure mindful awareness as a…
Descriptors: Psychological Studies, Semantics, Psychologists, Buddhism
Feldmann, Matthew; Aper, Jeffery P.; Meredith, Sam T. – Journal of General Education, 2011
This article discusses the development of a scale informed by the construct of emotional intelligence designed to measure student development outcomes identified as co-curricular goals. Supervisors, staff, and coaches provided firsthand accounts of student development outcomes at a small, private, liberal arts work college, generating data on…
Descriptors: Student Development, Liberal Arts, Emotional Intelligence, Evaluation
Schilder, D. – Center on Enhancing Early Learning Outcomes, 2013
In this "FastFacts," a state asks the Center on Enhancing Early Learning Outcomes (CEELO) to recommend experts in the field of assessing young children who are English Language Learners (ELL) to train administrators and psychologists working in district preschool programs for young children with special needs? This is particularly…
Descriptors: Screening Tests, Identification, English Language Learners, Bilingualism
Gormally, Cara; Brickman, Peggy; Lutz, Mary – CBE - Life Sciences Education, 2012
Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…
Descriptors: Testing, Biology, Undergraduate Study, Educational Change
Dumas, Helene M. – International Journal of Rehabilitation Research, 2010
The PEDI-CAT is a new computer adaptive test (CAT) version of the Pediatric Evaluation of Disability Inventory (PEDI). Additional PEDI-CAT items specific to postacute pediatric hospital care were recently developed using expert reviews and cognitive interviewing techniques. Expert reviews established face and construct validity, providing positive…
Descriptors: Hospitals, Adaptive Testing, Content Validity, Construct Validity
Schulte, Laura; Edwards, Sarah; Edick, Nancy – AASA Journal of Scholarship & Practice, 2008
The "No Child Left Behind Act" signed into law in 2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). The National Council for Accreditation of Teacher Education (NCATE) (2002) defines dispositions as "the values, commitments,…
Descriptors: Teacher Education, Education Courses, Federal Legislation, Content Validity
Libben, Gary; Jarema, Gonia – Brain and Language, 2004
The understanding of the nature and extent of morphological processing is critical to the overall investigation of how words are organized in the mind. In this overview article, we discuss the nature of morphological processing and the domain of morphological processing research. We claim that investigations crucially involve the understanding of…
Descriptors: Morphology (Languages), Language Processing, Word Recognition, Construct Validity
Conti, Gary J. – Journal of Adult Education, 2007
The Philosophies Held by Instructors of Lifelong-learners (PHIL) was developed to identify a respondent's preference for one of the major schools of philosophical thought: Idealism, Realism, Pragmatism, Existentialism, or Reconstructionism. Using the pool of items from an established instrument, its final form and content validity were determined…
Descriptors: Educational Philosophy, Content Validity, Test Construction, Self Evaluation (Individuals)
Russ-Eft, Darlene F. – 1980
With increasing reliance being placed on the results of their surveys, the National Center for Education Statistics (NCES) recognized a need for these survey results to be valid and reliable. As part of the work of the Statistical Analysis Group in Education (SAGE), an effort was undertaken to investigate validity and reliability in survey…
Descriptors: Concurrent Validity, Construct Validity, Content Validity, Data Collection

Lumpe, Andrew T.; Chambers, Elisha – Journal of Research on Technology in Education, 2001
Describes the development of an instrument to assess teachers' context beliefs about using technology in the classroom based on a study of teachers in a professional development program on technology integration. Highlights include capability beliefs; context beliefs; personal agency belief patterns; content validity; and construct and predictive…
Descriptors: Beliefs, Construct Validity, Content Validity, Context Effect

Zollman, Alan; Mason, Emanuel – School Science and Mathematics, 1992
Describes the development of the "Standards Beliefs Instrument," an instrument to measure teachers' beliefs about the NCTM "Curriculum and Evaluation Standards." Discusses implications for using the instrument for self reflection, assessment of teachers' perspectives toward the vision of the "Standards," and…
Descriptors: Attitude Measures, Beliefs, Construct Validity, Content Validity
Lang, William Steve; Wilkerson, Judy R. – Online Submission, 2005
NCATE (2002) requires the measurement of knowledge, skills, and dispositions as part of its accreditation requirements for teacher education programs (Standard 1) and the use of unit assessment systems to aggregate and analyse data with a view toward program improvement (Standard 2). Data must indicate that candidates meet professional, state, and…
Descriptors: Program Effectiveness, Teacher Education Programs, Performance Based Assessment, Program Improvement
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