Browsing by Subject "Validity"
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Item Investigating the construct of ADHD: issues related to factor structure in Korean students(Texas Tech University, 2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity ¨Cimpulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity¨Cimpulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students¡¯ behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Investigating the construct of ADHD: Issues related to factor structure in Korean students(2005-05) Lee, Jeong Rim; Stevens, Tara; Lan, William; Mulsow, MiriamThe purpose of the present study was to accomplish three tasks. The first task was to examine the reliability and validity of a diagnostic tool for identifying children with Attention Deficit Hyperactivity Disorder (ADHD) in a Korean population, as described in the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revision (DSM-IV-TR). Evidence of reliable and valid scores, based on DSM-IV-TR diagnostic definitions of ADHD, was necessary to accomplish the other two tasks. The second purpose of the study was to explore whether the current version of the DSM-IV-TR, which consists of two dimensions of inattention and hyperactivity-impulsivity, was appropriate for describing the psychological and behavioral problems of Korean children with ADHD. The third purpose of the study was to examine gender differences in the factor structures of the DSM-IV-TR in Korea, between boys and girls with ADHD. The DSM-IV-TR is the most commonly used manual in the United States to identify students with ADHD. Although DSM-IV-TR criteria have been used in research on ADHD with Korean school-age children, psychometric characteristics of ADHD criteria described in the DSM-IV-TR have not been examined. This missing information is imperative for quality research. The DSM-IV-TR used in this study contains 18 ADHD criteria for children's problematic behaviors manifested in inattention and hyperactivity-impulsivity. A questionnaire distributed to 48 elementary school teachers asked them to rate their students' behaviors. The questionnaire was a 5-point scale to indicate the degree of severity of the problems the teachers experienced with the students. A total of 1,663 children, 904 males and 759 females, from grades one to six in eight elementary schools located in three cities in South Korea were rated. One way to show evidence of a valid score by the diagnostic definition of ADHD described in the DSM-IV-TR is to show that the measures generated from the DSM-IV-TR are related to results of other tools that measure the same or similar variables. To demonstrate the concurrent validity of the DSM-IV-TR criteria, the author also administered the Attention-Deficit Hyperactivity Disorder Test (ADHDT), another tool measuring ADHD. Another way to show evidence of valid scores of the diagnostic symptoms of ADHD based on the DSM-IV-TR is to reveal that they were exactly measuring traits related to behavioral and psychological characteristics of ADHD. To demonstrate the construct validity of the DSM-IV-TR criteria, the author tried to discover evidence shown by previous studies. Previous studies related to ADHD have documented that individuals with ADHD have frequently been found to have comorbid Oppositional Defiant Disorder (ODD) and to experience more disciplinary and peer problems. As a result, to support the evidence of construct validity of the ADHD rating scale based on the DSM-IV-TR, measurement of ODD in the DSM-IV-TR and questions asking about disciplinary problems and peer problems were used. The author has completed the preliminary analysis on reliability of the variables. For the data analysis, scores of reliability and validity of the diagnostic definition of ADHD as described in DSM-IV-TR were examined by using Pearson correlation coefficient, Cronbach alpha, and Confirmatory Factor Analysis (CFA). CFA is an appropriate statistical method to answer questions on the appropriateness of the factorial structure of ADHD in the DSM-IV-TR and the gender difference in the configural structure between boys and girls. Scores associated with the diagnostic definition of ADHD as described in the DSM-IV-TR in a Korean population turned out to be internally stable and valid from teachers' reports. Next, findings from CFA showed that both the two-factor (inattention and hyperactivity/impulsivity) and the three-factor model (inattention, hyperactivity and impulsivity) of ADHD fit the data well. However, the three-factor model showed slightly higher scores in NFI, TLI, and CFI values and slightly lower scores in RMSEA value. Last, CFA exploring the differences in factor structure across gender revealed that the three-factor model of ADHD fit the data well for boys in all the sample sizes. However, it fit the data well for girls in only the whole population group that considered the values of NFI, TLI, and CFI, but not RMSEA. The three-factor model of ADHD appeared to be the best fit to the data in Korean elementary boys but only satisfied the three incremental indices, NFI, TLI, and CFI values, in the girls' group. Factor structures of ADHD need to be explained under theoretical assumptions. Barkley's (1997) recently developed hybrid neuropsychological model has been accepted as a unifying way to explain the nature of ADHD. The DSM-IV-TR as a tool to diagnose ADHD was discussed from the perspective of Barkley's hybrid model.Item Reliability and validity of the global physical activity questionnaire (GPAQ) and its utility: a review of the literature(2016-08) Matthews, Kristen Marie; Keating, Xiaofen; Castelli, DarlaObjective: To analyze the literature on the Global Physical Activity Questionnaire in regards to its reliability, validity, and utility. Methods: A review of the literature was performed in June 2016 using the following databases: PubMed and EBSCOhost Research Databases. Articles that analyzed the reliability and validity of the GPAQ internally, in comparison to other questionnaires, or in a country context were included. The following data were coded for each article: number of participants, mean age, validity measure(s), validity, and reliability. Frequency counts and mean values of reliability and validity were calculated. Results: Specific populations yielded different results in terms of the reliability and validity of the GPAQ. Overall, the GPAQ has been found to have similar, if not better, reliability and validity than other questionnaires that aim to measure physical activity, such as the International Physical Activity Questionnaire (IPAQ), Madras Diabetes Research Foundation- Physical Activity Questionnaire (MPAQ), Total Energy Expenditure Questionnaire (TEEQ), etc. Conclusions: The reliability and validity of the GPAQ are fairly acceptable in different populations. However, the GPAQ’s utility can be increased if its cultural relativity is improved throughout the world.Item The role of language and culture in large-scale assessment : a study of the 2009 Texas Assessment of Knowledge and Skills(2013-08) Lima Gonzalez, Cynthia Esperanza; Carmona Domínguez, Guadalupe de la PazThe inclusion of all students in large-scale assessment mandated by the No Child Left Behind (2003) requires that these large-scale assessments be developed to allow all students to show what they know, and that the results are comparable and equitable across diverse cultural and linguistic populations. This study examined the validity of the 5th grade 2009 Science Texas Assessment of Knowledge and Skills (TAKS) for diverse cultural and linguistic groups. The student groups considered for this study were selected based on all the possible combinations of three variables: ethnicity--White and Hispanic, test language--English and Spanish, and Limited English Proficiency (LEP) classification. Validity was assessed at the item and construct levels, and was analyzed from a psychometric, cultural and linguistic stance. At the item level, Differential Item Function (DIF) was conducted using the Mantel-Haenszel procedure. The presence of biased items was revealed for all pairwise group comparisons; with a high number of DIF items between groups which differed in English proficiency (approximately 50% of the test items), and a low number of DIF items between groups which only differ in ethnicity (approximately 15% of the test items). However, an analysis of the Item Characteristic Curves (ICCs), revealed that items classified by the Mantel-Haenszel procedure as advantaging the LEP groups, did so for students at low proficiency levels; while the advantage at high proficiency levels was for non-LEP groups. At the construct level, the structure of the English version of the TAKS was compared across three student groups using Confirmatory Factor Analysis with Multiple Groups. The hypothesized structure based on the TAKS blueprint, was rejected for the Group conformed by White, non-LEP students (MLM[subscript x]²[subscript(734)] = 1042.110; CFI= 0.845; RMSEA= 0.020); but, it was a good fit for Hispanic, non-LEP (MLM[subscript x]²[subscript(734)] = 819.356; CFI= 0.980; RMSEA= 0.011) and LEP (MLM[subscript x]²[subscript(734)] = 805.124; CFI= 0.985; RMSEA= 0.010) Groups. The results obtained from this study call to reinterpret the achievement gap observed in TAKS scores between the populations considered, and highlight the need for further development of guidelines that can better help to develop fair large-scale tests for all students.Item Toward interdisciplinary science learning: development of an assessment for interdisciplinary understanding of ‘carbon cycling’(2016-08) You, Hye Sun; Marshall, Jill Ann; Mehdy, Mona; Sampson, Victor; Delgado, Cesar; Schallert, DianeThis study aimed at developing and validating an assessment that measures interdisciplinary understanding for the topic carbon cycling. The impetus for this study is the recognition of assessment as “the ‘black hole’ of interdisciplinary education” in K-16 science education (Boix Mansilla, 2005, p. 18). There is no question that the complexity of natural systems and the corresponding scientific problems necessitates interdisciplinary understanding informed by multiple disciplinary backgrounds. This study followed the construct-modeling framework for the interdisciplinary science assessment (ISA) design process (Wilson, 2005). A construct map for interdisciplinary understanding of carbon cycling was developed. Nine different subtopics within carbon cycling were determined based on content experts’ concept maps and analyses of the Next Generation Science Standards. Initial items were reviewed by content experts and piloted with students to establish content validity. Through the item revision process, a final version of the ISA was developed including 11 multiple-choice (MC) items and eight constructed response (CR) items. 454 students (9th grade to college seniors) were recruited and administered the ISA through the Qualtrics online environment. For the CR items scoring rubrics were developed and used to code student responses by a group of evaluators. Agreement between coders was greater than 90%, and analysis of scores indicated excellent inter-rater reliability. Item Response Theory (IRT) models, a two Parameter Logistic Model and a Generalized Partial Credit Model, provided evidence of the construct validity of the assessment items. All items reflected unidimensional construct and local independency in the IRT analyses. All except one item were a good fit to the models. The misfit item was too easy for the range of student performance levels. Two items functioned differentially across gender, indicated a possible bias. The 19 items showed modest internal consistency (Cronbach’s alpha =0.782). The findings suggest that the ISA is a promising and valid tool to assess interdisciplinary understanding in learning carbon cycling but the one misfit item and two DIF items merit further revision to strengthen the psychometric properties of the ISA. It is believed that the shift in the perspective of assessment towards interdisciplinary understanding enables science teachers to design their curriculum and instructional practices in a way that their students can learn how to connect one concept to another across different science disciplines, improving their scientific literacy.