Background. A 10-question screening scale of psychological distress and a six-question short-form scale embedded within the 10-question scale were developed for the redesigned US National Health Interview Survey (NHIS). Methods. Initial pilot questions were administered in a US national mail survey (N fl 1401). A reduced set of questions was subsequently administered in a US national telephone survey (N fl 1574). The 10-question and six-question scales, which we refer to as the K10 and K6, were constructed from the reduced set of questions based on Item Response Theory models. The scales were subsequently validated in a two-stage clinical reappraisal survey (N fl 1000 telephone screening interviews in the first stage followed by N fl 153 face-to-face clinical interviews in the second stage that oversampled first-stage respondents who screened positive for emotional problems) in a local convenience sample. The second-stage sample was administered the screening scales along with the Structured Clinical Interview for DSM-IV (SCID). The K6 was subsequently included in the 1997 (N fl 36116) and 1998 (N fl 32440) US National Health Interview Survey, while the K10 was included in the 1997 (N fl 10641) Australian National Survey of Mental Health and Well-Being. Results. Both the K10 and K6 have good precision in the 90th‐99th percentile range of the population distribution (standard errors of standardized scores in the range 0‐20‐0‐25) as well as consistent psychometric properties across major sociodemographic subsamples. The scales strongly discriminate between community cases and non-cases of DSM-IV}SCID disorders, with areas under the Receiver Operating Characteristic (ROC) curve of 0‐87‐0‐88 for disorders having Global Assessment of Functioning (GAF) scores of 0‐70 and 0‐95‐0‐96 for disorders having GAF scores of 0‐50. Conclusions. The brevity, strong psychometric properties, and ability to discriminate DSM-IV cases from non-cases make the K10 and K6 attractive for use in general-purpose health surveys. The scales are already being used in annual government health surveys in the US and Canada as well as in the WHO World Mental Health Surveys. Routine inclusion of either the K10 or K6 in clinical studies would create an important, and heretofore missing, crosswalk between community and clinical epidemiology.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/F141675CCD0E08C0FB98E01C006B4E0D/S0033291702006074a.pdf/div-class-title-short-screening-scales-to-monitor-population-prevalences-and-trends-in-non-specific-psychological-distress-div.pdf

Short screening scales to monitor population prevalences and trends in non-specific psychological distress.

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

A primary goal of scale development is to create a valid measure of an underlying construct. We discuss theoretical principles, practical issues, and pragmatic decisions to help developers maximize the construct validity of scales and subscales. First, it is essential to begin with a clear conceptualization of the target construct. Moreover, the content of the initial item pool should be overinclusive and item wording needs careful attention. Next, the item pool should be tested, along with variables that assess closely related constructs, on a heterogeneous sample representing the entire range of the target population. Finally, in selecting scale items, the goal is unidimensionality rather than internal consistency ; this means that virtually all interitem correlations should be moderate in magnitude. Factor analysis can play a crucial role in ensuring the unidimensionality and discriminant validity of scales.

/pdf/constructing-validity-basic-issues-in-objective-scale-336bh0ucpv.pdf

Constructing validity: Basic issues in objective scale development

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Self-report measures of adult attachment are typically scored in ways (e.g., averaging or summing items) that can lead to erroneous inferences about important theoretical issues, such as the degree of continuity in attachment security and the differential stability of insecure attachment patterns. To determine whether existing attachment scales suffer from scaling problems, the authors conducted an item response theory (IRT) analysis of 4 commonly used self-report inventories: Experiences in Close Relationships scales (K. A. Brennan, C. L. Clark, & P. R. Shaver, 1998), Adult Attachment Scales (N. L. Collins & S. J. Read, 1990), Relationship Styles Questionnaire (D. W. Griffin & K. Bartholomew, 1994) and J. Simpson's (1990) attachment scales. Data from 1,085 individuals were analyzed using F. Samejima's (1969) graded response model. The authors' findings indicate that commonly used attachment scales can be improved in a number of important ways. Accordingly, the authors show how IRT techniques can be used to develop new attachment scales with desirable psychometric properties.

An item response theory analysis of self-report measures of adult attachment.

Background Concepts, Models, and Features Ability and Item Parameter Estimation Assessment of Model-Data Fit The Ability Scale Item and Test Information and Efficiency Functions Test Construction Identification of Potentially Biased Test Items Test Score Equating Computerized Adaptive Testing Future Directions of Item Response Theory

Fundamentals of Item Response Theory

An effect size measure and Bayesian analysis of single-case designs.

Publisher Summary Item response theory (IRT) provides a framework for modeling and analyzing item response data. Assessing IRT model fit to item response data is one of the crucial steps before an IRT model can be applied with confidence to estimate proficiency or ability levels of examinees, to link tests across administrations, and to assess adequate yearly progress. Assessing model fit is an important part of the test validation process. It is multifaceted and, as in the verification of any scientific theory, it is an ongoing process where only through the accumulation of empirical evidence can one be confident of the appropriateness of IRT for the solution of a particular measurement problem. The procedures for assessing model–data fit described in this chapter have the potential for addressing the vexing problem of determining if the measurement procedures used are appropriate for addressing the practical measurement problems faced by practitioners.

21 Assessing the Fit of Item Response Theory Models

A regression modelling approach for the analysis of single case designs (SCDs) is described in this paper. The approach presented addresses two key issues in the analysis of SCDs. The first issue is that of serial dependence among the observations in SCDs. The second issue is that of an effect size measure appropriate for SCDs. As with traditional between-subjects experimental designs, effect size measures are critical in assessing the impact of interventions in SCDs. Although effect size measures when there is level change without trend are straightforward to obtain and have been well studied, the situation is different when there are changes in both level and trend. An effect size measure that combines changes in levels and slopes and that is comparable to the d-type effect size measure obtained in between-subjects designs is presented. Finally, an inferential procedure for assessing the effect of the intervention based on the effect size measure is provided and illustrated.

Regression models and effect size measures for single case designs.

This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., spynitch to spinach). Psychometric properties of the Mispronunciation Correction Task (MCT), a measure of SPAAR, were investigated using a sample of 206 elementary-age children. The 25-item MCT appeared to measure a single construct, and the items discriminated well across the range of ability. Based on a sample of 94 children, construct validity analyses indicated that phonological awareness and decoding skill predicted MCT performance. Hierarchical regressions were used to test the relationship between SPAAR and word reading. After controlling for other skills, SPAAR showed a relationship with both timed and untimed word reading. Phonological awareness did not. These data suggest that SPAAR may be a reading-related ability involving phonological processing and some form of...

H. Jane Rogers

Papers

Fundamentals of Item Response Theory

An effect size measure and Bayesian analysis of single-case designs.

21 Assessing the Fit of Item Response Theory Models

Regression models and effect size measures for single case designs.

Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?