Psychometrically

Psychometrically

Psychometrically ---> https://bytlly.com/2t1MME

The provision of psychometrically valid patient reported outcomes (PROs) improves patient outcomes and reflects their quality of life. Consequently, ad hoc clinician-generated questionnaires of the past are being replaced by more rigorous instruments. This change, while beneficial, risks the loss/orphaning of decades-long information on difficult to capture/chronically ill populations. The goal of this study was to assess to the quality of data retrieved from these legacy questionnaires.

While student evaluation of teaching (SET) has become a common practice on most college campuses, research suggests that weaknesses exist in many of the common instruments employed for this assessment. This study lays the groundwork for the development of an improved psychometrically sound measure of teaching proficiency that can be used in a university setting. An inductive approach is used to explore the construct domain, resulting in the proposition that teaching proficiency is composed of two separate dimensions: teaching readiness (TR) and teaching excellence (TE). Scales for each dimension are developed and preliminary assessments are conducted for dimensionality, reliability, discriminant validity and nomological validity. Use of the scales is recommended to improve the quality of the SET process..

The objective of this study is to lay the groundwork for the development of a psychometrically sound measure of teaching proficiency that can be used in a university setting. In the following pages, we present a step-by-step commentary on our efforts to define the teaching proficiency construct, develop scale items, purify the measure, establish dimensionality and finally assess reliability and validity.

Cohen, A., Beck, M., Najolia, G., & Brown, L.(2011). Affective disturbances in psychometrically defined schizotypy across direct, but not indirect assessment modes. Schizophrenia Research, 128 (1-3), 136-142.

Cohen, A., Buckner, J., Najolia, G., & Stewart, D.(2011). Cannabis and psychometrically-defined schizotypy: Use, problems and treatment considerations. Journal of Psychiatric Research, 45 (4), 548-554.

Two studies were conducted to define and validate the theoretical construct, role integration. Study 1 focused on producing a theoretical definition and a psychometrically sound measure. Content, convergent, and discriminant validity evidence was collected. Study 2 provided further validity evidence for the role integration construct by testing a conceptual model and refining the role integration measure. Study 1 and Study 2 established a psychometrically sound 12-item, two-factor role integration measure. The first factor focused on knowledge, skills, and experiences (KSE). The second factor focused on values, beliefs, and attitudes (VBA).

N2 - Numerous difficulties exist in employing psychometrically sound quantitative measures of leadership development that are both generalizable and brief. Here, we highlight our efforts in creating the Ready, Willing, and Able Leader (RWAL) Scale. This instrument of leadership capacity: (a) has been psychometrically validated for use with college student populations; (b) includes measures of leadership capacity that are known to be essential to effective leadership practice (leader self-efficacy, motivation, and skill); (c) is broad enough for use across diverse educational and developmental contexts; and (d) is brief and concise.

AB - Numerous difficulties exist in employing psychometrically sound quantitative measures of leadership development that are both generalizable and brief. Here, we highlight our efforts in creating the Ready, Willing, and Able Leader (RWAL) Scale. This instrument of leadership capacity: (a) has been psychometrically validated for use with college student populations; (b) includes measures of leadership capacity that are known to be essential to effective leadership practice (leader self-efficacy, motivation, and skill); (c) is broad enough for use across diverse educational and developmental contexts; and (d) is brief and concise.

In this article, we address measurement issues related to select aspects of bullying involvement with the goal of moving psychometrically sound measurement practices toward applied bullying research. We first provide a nontechnical introduction to psychometric considerations in measuring bullying involvement, highlighting the importance of establishing measurement equivalence across contexts and intervention conditions. We then discuss different forms of data collection for antibullying-intervention evaluation, interinformant agreement, and benefits of using information from multiple reporters. In the third section, we address the importance of using valid and reliable measures of the different forms of bullying, particularly when measuring bullying involvement across development. Finally, we advocate for studying the larger peer ecology by capturing the different ways in which youth actively or passively participate in bullying incidents. We conclude with a brief consideration of how psychometrically sound measurement of bullying involvement can inform the development of appropriate, effective, evidence-based bullying interventions.

The Timeline Followback (TLFB), a retrospective calendar-based measure of daily substance use, was initially developed to obtain self-reports of alcohol use. Since its inception it has undergone extensive evaluation across diverse populations and is considered the most psychometrically sound self-report measure of drinking. Although the TLFB has been extended to other behaviors, its psychometric evaluation with other addictive behaviors has not been as extensive as for alcohol use. The present study evaluated the test-retest reliability of the TLFB for cocaine, cannabis, and cigarette use for participants recruited from outpatient alcohol and drug treatment programs and the general community across intervals ranging from 30 to 360 days prior to the interview. The dependent measure for cigarette smokers and cannabis users was daily use of cigarettes and joints, respectively, and for cocaine users it was a "Yes" or "No" regarding cocaine use for each day. The TLFB was administered in different formats for different drug types. Different interviewers conducted the two interviews. The TLFB collected highly reliable information about participants' daily use of cocaine, cannabis, and cigarettes from 30, 90, to 360 days prior to the interview. Findings from this study not only suggest that shorter time intervals (e.g., 90 days) can be used with little loss of accuracy, but also add to the growing literature that the TLFB can be used with confidence to collect psychometrically sound information about substance use (i.e., cocaine, cannabis, cigarettes) other than alcohol in treatment- and nontreatment-seeking populations for intervals from ranging up to 12 months prior to the interview.

Subjects scoring 69 or less on the SIT were classified as psychometrically mentally retarded. A discrepancy model formula (bond and Tinker, 1973) was employed to identify underachievers and specific academic deficiencies. Delinquents scoring two or more years below expected achievement levels on all three subtests of the WRAT were classified as underachievers, while delinquents scoring below in only one or two subtests were classified as having specific academic deficiencies. The classification of a subject as to type of offender was made on the basis of his committing offense and reported history of offenses. 2b1af7f3a8