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Purpose: This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. Method: Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. Results: Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. Discussion/Conclusion: The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students. [ABSTRACT FROM AUTHOR]

This study investigates parents’ perceptions of bilingual education in a metropolitan independent school district and examines how parents’ perceptions vary depending on their length of stay in the U.S., educational and income levels. Nine-hundred fifty nine parents’ survey responses were collected, whose children participate in bilingual programs. The Rasch analyses found that parents generally believe schools respect all students and provide safe environments. However, the parents expressed less agreement with statements indicating that schools and teachers offer challenging instruction. Overall, there is a tendency for parents to hold more positive perceptions of schools and teachers, the longer they stay in the United States. [ABSTRACT FROM AUTHOR]

Random Equating (RE) and Heuristic Approach (HA) are two linking procedures that may be used to compare the scores of individuals in two tests that measure the same latent trait, in conditions where there are no common items or individuals. In this study, RE—that may only be used when the individuals taking the two tests come from the same population—was used as a benchmark for evaluating HA, which, in contrast, does not require any distributional assumptions. The comparison was based on both simulated and empirical data. Simulations showed that HA was good at reproducing the link shift connecting the difficulty parameters of the two sets of items, performing similarly to RE under the condition of slight violation of the distributional assumption. Empirical results showed satisfactory correspondence between the estimates of item and person parameters obtained via the two procedures. [ABSTRACT FROM AUTHOR]

Background: The proliferation of instruments that define instrument-specific metrics impedes progress in comparative assessment across populations. This paper explores a method to extract a common metric from related but different instruments and transform the original measurements into scores with a standard unit of measurement. Methods: Existing data from four assessment instruments of child development, collected from three different samples of children, were used to create "equate clusters" of items that measure the same behaviour in (slightly) different ways. A probability model was formulated to identify best items and groups to serve as anchors linking the instruments, assuming that items in an anchoring or "active" equate cluster are psychometrically equivalent. Quantification and inspection of item characteristic curves were used to resolve which equate clusters should be active. We simulated the impact of various analytic choices. Results: Simulation confirmed the feasibility of creating a common metric from data collected with different instruments from respondent samples with different abilities. The method performed as expected in an application in early childhood development. Conclusions: The use of equate clusters is an intuitive and flexible way to establish a common metric across instruments and facilitates the transformation of measurements obtained to a standardized scale. Standardizing instrument scores to a common metric allows for population-level comparisons on a global scale. [ABSTRACT FROM AUTHOR]

Background: To examine the psychometrics properties of the French version of two scales measuring general (HLS19-Q12) and navigational (HLS19-NAV) health literacy (HL) using validation methods based on modern psychometric test theories: a Rasch model analysis. Methods: The data on representative samples of the French adult population came from the Health Literacy Survey (N = 2 003), conducted in France in two waves (2020 and 2021), and from the third wave of SLAVACO study (N = 2 022), conducted in December 2021. A Rasch analysis was performed using a partial credit model with marginal maximum likelihood estimation adapted to polytomous data. Category probability curves were used to examine whether participants found it consistently difficult to distinguish between response options. Differential item functioning (DIF) was also examined for each item in the two scales as a function of age, gender, and economic status. A Person Separation Index (PSI) of 0.7 has conventionally been considered to be the minimum acceptable PSI level. Chi-square fit statistics, expressed as infit and outfit mean square statistics, were calculated for each item in the two scales. An acceptable fit corresponded to average values between 0.7 and 1.3. The dimensionality of the scales was assessed using Principal Components Analysis (PCA) on the residual correlation matrix to identify whether items are locally independent. Additionally, Smith's method was employed to detect potential multidimensionality. Results: The PSI values for both scales were greater than 0.90. No disordered categories were observed. No evidence of significant DIF was found when associated with gender and economic status. However, two items for both scales had a DIF which was dependent on age but did not have a significant impact on scale scores between younger and older people. Minor local dependence was noted on the HLS19-NAV scale. However, a PCA and Smith's method demonstrated the unidimensionality of the French version of the scales measuring general and navigational HL. Conclusions: Our results, based on a rigorous statistical analysis, verified the psychometric parameters of the French version of the HLS19-Q12 and HLS19-NAV scales. Despite strong correlation between both scales, each measured a different latent trait. Moreover, despite the fact that presence of DIF was weak, attention must nonetheless be paid when comparing scale response scores between young and older respondents. [ABSTRACT FROM AUTHOR]

Purpose: Several outcome measures are available to assess the severity of fatigue in people with multiple sclerosis (MS). The aim of this study was to adapt the Italian version of the Fatigue Impact Scale (FIS-40) and its modified versions: a 21-item Modified scale (MFIS-21), its 5-item short version (MFIS-5), and an 8-item version for daily use (DFIS-8) and investigate their measurement properties through classical theory-test (CTT) and Rasch analysis (RA). Methods: 229 Italian-speaking adults with MS were included. Questionnaires were cross-culturally translated and subjected to CTT (i.e. internal consistency through Cronbach's alpha and unidimensionality through confirmatory factor analysis [CFA]) and RA. (i.e. internal construct validity, reliability, and targeting). Results: Internal consistency was high for all scales (>0.850). Final CFAs reported issues in the unidimensionality for all scales except for FIS-40. Baseline RA revealed a misfit for all scales. After adjusting for local dependency, FIS-40, MFIS-21, and MFIS-5 fitted the Rasch model (RM). MFIS-21 and D-FIS-8 required a structural modification, i.e. item deletions to satisfy the RM. Conclusion: The FIS-40, MFIS-21, MFIS-5, and DFIS-8 achieved the fit to the RM after statistical and structural modifications. The fit to the RM allowed for providing ordinal-to-interval measurement conversion tables for all the questionnaires. IMPLICATIONS FOR REHABILITATION: The Fatigue Impact Scale (FIS-40), the 21-item Modified scale (MFIS-21), its 5-item short version (MFIS-5) and the 8-item version for daily use (DFIS-8) have been successfully cross-culturally validated in Italian. The FIS-40 and its versions fit the Rasch Model with minimal changes, determining that the studied outcomes represent a unidimensional construct, i.e. fatigue in multiple sclerosis. The final Rasch Model enables the transformation of scores into interval-level measurements, allowing clinicians to gauge the distance between individuals' scores on the scale continuum. Interval-level transformation allows rehabilitation professionals to better interpret clinical changes and researchers to apply parametric statistics. [ABSTRACT FROM AUTHOR]

In Turkey, children are accepted to conservatory music departments after fourth grade and fine arts high school music departments after eighth grade by taking a musical talent test. For students with high musical aural skills to know about their potential and be directed to the related education institutions there needs to be a valid test. This study was, therefore, conducted to develop a valid internet-based test to assess music perception of children with design-based research. Design-based research includes a series of iterative stages that involve continuous data collection, analysis, and improvement, rather than a linear process in development and implementation activities. Voluntary-basis selected schools in the pilot city's first through fourth grades (both public and private schools) were invited to join the preliminary test. A total of 433 students participated in the online test. The test has seven categories including pitch discrimination (single, two, and multiple tones), tempo, length, melody, and rhythm. For item analysis, two separate sequential samples were collected. The results were evaluated according to psychometric test development principles. The initial results show that the music perception test (AMAT) is a valid and reliable instrument. The test is open to public use and can be reached at: https://aummat.anadolu.edu.tr/amat/ [ABSTRACT FROM AUTHOR]

Life in the twenty-first century requires education to integrate knowledge, attitudes, skills, and mastery of information and communication technology (ICT). An example of the skills needed in the twenty-first century is computational thinking. This study aims to develop computational thinking-skill tasks on numbers and arithmetic based on the Riau Malay culture. A research and development (R&D) method was employed with a 4-D model, which consists of four stages, namely definition, design, development, and dissemination. Furthermore, the tasks developed were validated by two mathematics education experts and tested to 33 fifth-grade students from a public school in Pekanbaru, Indonesia. The Rasch model was used to analyse the data, and the result showed that 23 valid tasks were obtained from 24 items. This implies that the tasks of assessing the computational thinking skills in the context of Riau Malay culture satisfy the valid and reliable criteria and are useful for further study. [ABSTRACT FROM AUTHOR]

Consistent with their goal of becoming a centre for educational excellence in teaching, learning and research, the authorities of Chinese higher education introduced their academic database system as one of their e-library services. However, the existing literature exhibits inadequate empirical measurements of academic databases in all aspects of higher education throughout the world during the COVID-19 pandemic. To address this gap, this study aims to validate the technology satisfaction model (TSM) for measuring students' satisfaction in using academic databases for their learning and research purposes. This study also analysed local and international academic databases to explore whether these databases could play a moderating role in shaping learners' satisfaction. The data were collected through a survey of 500 respondents studying at a research university in Shanghai. The results, which were analysed by structural equation modelling and the Rasch model, showed that students' satisfaction is determined by three valid predictors: computer self-efficacy, perceived usefulness and ease of use, and causal direct and indirect relationships among these variables in the use of local and international academic databases. Our new findings on the moderating effect of local (i.e. Chinese) and international (e.g. English) academic databases highlighted that the TSM has successfully estimated dual databases and produced insignificant, dissimilar results. This study could aid local and international educators, researchers, information science professionals and others in measuring the perception of academic databases for learning and research. This research could also serve as a guideline for researchers and psychometricians in measuring innovative learning technologies using structural equation modelling and the Rasch model. This is the unique contribution of this study, which concludes that local and international academic databases are almost equally important for postgraduate students at a research university in China. Moreover, these students are satisfied in using these academic databases to learn and do research. [ABSTRACT FROM AUTHOR]

Purpose: There is little consensus in the literature regarding a) what it means for a school leader to lead with data, and b) how to measure data-informed leadership in a reliable and valid way. This study examines the psychometric properties of an operational measure intended to assess the extent to which a school leader is a 'data-informed school leader. The measurement invariance, reliabilities and construct and predictive validities of the Data-Informed School Leadership Survey (DISL Survey) are assessed using various psychometric statistical techniques. Methods: Using data collected from 155 teachers from 7 public schools in a southern state, the following psychometric statistics used to address our purpose: the Many-Facet Rasch (MFR) Model, Bayesian second-order Confirmatory Factor Analysis (CFA), Bayesian Structural Equation Modeling- Multiple Indicators, Multiple Causes analysis (Bayesian SEM-MIMIC), and reliability analysis. Findings: Results show an adequate fit from all MFR, Bayesian CFA, and MIMIC models and a high reliability (Cronbach α =.98). The DISL Survey instrument exhibits sound psychometric properties. Results likewise confirm the value of using MFR modeling and Bayesian methods to examine the psychometric properties of DISL Survey as a means of improving educational leadership measures. Implications for Research and Practice: Data from this study confirm the validity and reliability of the Data-Informed School Leadership Survey (DISL Survey) as an instrument to assess the strengths and weaknesses of Data-Informed School Leadership (DISL) and as a means for providing feedback for improving such leadership. Heretofore a measure for assessing this leadership was non-existent. [ABSTRACT FROM AUTHOR]

Misconceptions can significantly hinder the learning process. To address this, various diagnostic instruments such as two-tier (2TMC), three-tier, and four-tier multiple-choice questions have been introduced. However, as the number of tiers increases, identifying misconceptions becomes more complex. Therefore, this study employs the Item Option Characteristics Curve (IOCC) to identify misconceptions by calculating the probability of each option being selected. This study is a quantitative study with survey design to directly test student abilities. The Representational Systems and Chemical Reactions Diagnostic Instrument (RSCRDI) was administered to 185 pre-service teachers across three universities in Indonesia. The data was analyzed using Winstep software to generate the IOCC for each item. The analysis revealed that each item in the phenomenon and reasoning tiers contains distractors that could interfere with the option selected by pre-service chemistry teachers. While the alternative answers identified using traditional methods (commonly used since the introduction of 2TMC) were mostly similar to those identified by IOCC, the IOCC provided more detailed insights. Specifically, it highlighted unexpected curves after 0 logits, identified less effective distractors, and revealed inconsistencies in the most influential distractors. These findings suggest that the IOCC provides richer, more detailed information and can be a valuable alternative framework for analyzing 2TMC items to unfold misconceptions. [ABSTRACT FROM AUTHOR]

Aim: Our study utilized the Rasch analysis to examine the psychometric properties of the Autism Behavior Checklist (ABC) in children with autism spectrum disorder (ASD). Methods: A total of 3,319 children (44.77 ± 23.52 months) were included. The Rasch model (RM) was utilized to test the reliability and validity of the ABC. The GPCMlasso model was used to test the differential item functioning (DIF). Result: The response pattern of this sample showed acceptable fitness to the RM. The analysis supported the unidimensionality assumption of the ABC. Disordered category functions and DIF were found in all items in the ABC. The participants responded to the ABC items differently depending not only on autistic traits but also on age groups, gender, and symptom classifications. Conclusion: The Rasch analysis produces reliable evidence to support that the ABC can precisely depict clinical ASD symptoms. Differences in population characteristics may cause unnecessary assessment bias and lead to overestimated or underestimated symptom severity. Hence, special consideration for population characteristics is needed in making an ASD diagnosis. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop a Quality of Life (QOL) assessment scale for older patients with Neuro-co-Cardiological Diseases (NCCD) and to evaluate the reliability and validity of the scale. Method: The study participants were derived from the Elderly Individuals with NCCD Registered Cohort Study (EINCCDRCS), a multicenter registry of patients with NCCD. The preliminary testing of the questionnaire was conducted among 10 older individuals aged 65 years and older who had NCCD and were recruited from the registry. Other patients who met the inclusion criteria participated in the field testing. After verifying the unidimensionality, local independence, and monotonicity assumptions of the scale, we employed the Rasch model within Item Response Theory framework to assess the quality of the scale through methods including internal consistency, criterion validity, Wright map, and item functioning differential. Subsequently, we assessed the construct validity of the scale by combining exploratory factor analysis with confirmatory factor analysis. Results: Based on well-validated scales such as the short-form WHOQOL-OLD, HeartQOL, IQCODE, and SF-36, an original Neuro-co-Cardiological Diseases Quality of Life scale (NCCDQOL) was developed. 196 individuals from the EINCCDRCS were included in the study, with 10 participating in the preliminary testing and 186 in the field testing. Based on the results of the preliminary testing, the original questionnaire was refined through item deletion and adjustment, resulting in an 11-item NCCDQOL questionnaire. The Rasch analysis of the field testing data led to the removal of 21 misfitting individuals. The NCCDQOL demonstrated a four-category structure, achieved by combining two response categories. This structure aligned with the assumptions of unidimensionality, local independence, and monotonicity. The NCCDQOL also exhibited good validity and reliability. Conclusion: The revised NCCDQOL questionnaire demonstrated good reliability and validity in the Rasch model, indicating promising potential for clinical application. [ABSTRACT FROM AUTHOR]

Rasch analysis was employed to investigate the psychometric properties of the World Health Organization Quality of Life-BREF (WHOQOL-BREF) and its shorter versions (EUROHIS-QOL-8 and WHOQOL-5) within the context of patients undergoing warfarin in Thailand. A group of 260 patients were recruited from three public hospitals and tasked with completing the WHOQOL-BREF questionnaire. Rasch analysis showed that the WHOQOL-BREF, structured into four-domain subtests, achieved a commendable fit to the Rasch model (χ2[16] = 12.26, p = 0.73), met the criterion of unidimensionality (7.31% significant t-tests; lower bound confidence interval, 4.66), and demonstrated satisfactory reliability (PSI = 0.87). The adoption of a subtest approach facilitated an acceptable fit to the Rasch model for each domain of the WHOQOL-BREF, except for the social domain. However, the presence of local dependency of the three-item social domain was detected, so the reliability was not reported. The WHOQOL-5 proved to be unidimensional, fitting the Rasch model acceptably, and had satisfactory reliability. Conversely, the EUROHIS-QOL-8 presented local dependency; thus, reliability was not reported. Consequently, the WHOQOL-BREF in its four-domain subtests is recommended for pre- and post-HRQoL measurements, whereas the WHOQOL-5 can effectively measure HRQoL levels in between-group analyses. [ABSTRACT FROM AUTHOR]

Related research on critical and reflective thinking skills has been interesting and conducted by many researchers, but they are still carried out separately. This study aims to determine the perception of prospective teachers towards critical and reflective thinking skills in modern physics lectures. This research includes quantitative research using the crosssectional survey method. Ninety-seven prospective teachers participated in the study, with details of 15 men and 82 women with an age range of 19-21 years. Questionnaire critical and reflective thinking skills are used as instruments for collecting data. Each of them is a 20-item critical thinking skills questionnaire and 24 items of reflective thinking skills questionnaire. The collected data was analyzed using winsteps software version 4.6.1. which includes descriptive, individual conformity, gender, and bubble chart. The results of detailed data analysis show that for critical thinking skills, 17% of prospective teachers perceive low, 68% of prospective teachers perceive moderate, and 15% of prospective teachers perceive high. As for reflective thinking ability, 11% of prospective teachers perceive low, 78% of prospective teachers perceive moderate, and 11% of prospective teachers perceive high. However, there are many misfit persons, 66% for critical thinking skills and 67% for reflective thinking skills. This means prospective teachers do not have strong perception beliefs in both thinking skills. Therefore, it needs to be strengthened through treatment, training, or workshops to further train both skills. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching chemistry is a complex subject that requires a certain level of knowledge and skills to understand. Students must overcome this challenge because teaching chemistry involves abstract ideas (atoms, molecules, and electrons) and principles, laws, reaction equations, and mathematical operations. Increasing academic resilience is important in enhancing students' understanding and well-being in learning. This research aimed to test the validity and reliability of students' chemistry academic resilience tests using the Rasch model. Data collection was conducted using Google Forms. Data analysis utilized the Rasch model, assisted by the Winstep application, to reveal various aspects of the assessment. Based on the research findings, a Cronbach's alpha coefficient of 0.78 indicates strong internal consistency. In addition, item reliability reached a significant value of 0.99, while person reliability of 0.78 confirmed the consistency of respondents in providing accurate answers in the assessed categories. Furthermore, the OUTFIT and INFIT MNSQ (persons) have average values of +1.02 and +1.01, respectively (the closer to 1, the better). In contrast, the INFIT and OUTFIT ZSTD values are 0.1 and 0.3, respectively (the closer to 0, the better). The most difficult question is coded ra11 with a logit score of 0.61, and the easiest is coded ra4 with a logit score of -0.05. Therefore, the student academic resilience instrument is an effective measuring tool. In the future, chemistry educators and researchers can benefit from the potential impact of this research on Indonesian education. [ABSTRACT FROM AUTHOR]

Abstract Background The proliferation of instruments that define instrument-specific metrics impedes progress in comparative assessment across populations. This paper explores a method to extract a common metric from related but different instruments and transform the original measurements into scores with a standard unit of measurement. Methods Existing data from four assessment instruments of child development, collected from three different samples of children, were used to create “equate clusters” of items that measure the same behaviour in (slightly) different ways. A probability model was formulated to identify best items and groups to serve as anchors linking the instruments, assuming that items in an anchoring or “active” equate cluster are psychometrically equivalent. Quantification and inspection of item characteristic curves were used to resolve which equate clusters should be active. We simulated the impact of various analytic choices. Results Simulation confirmed the feasibility of creating a common metric from data collected with different instruments from respondent samples with different abilities. The method performed as expected in an application in early childhood development. Conclusions The use of equate clusters is an intuitive and flexible way to establish a common metric across instruments and facilitates the transformation of measurements obtained to a standardized scale. Standardizing instrument scores to a common metric allows for population-level comparisons on a global scale.

Abstract Background To examine the psychometrics properties of the French version of two scales measuring general (HLS19-Q12) and navigational (HLS19-NAV) health literacy (HL) using validation methods based on modern psychometric test theories: a Rasch model analysis. Methods The data on representative samples of the French adult population came from the Health Literacy Survey (N = 2 003), conducted in France in two waves (2020 and 2021), and from the third wave of SLAVACO study (N = 2 022), conducted in December 2021. A Rasch analysis was performed using a partial credit model with marginal maximum likelihood estimation adapted to polytomous data. Category probability curves were used to examine whether participants found it consistently difficult to distinguish between response options. Differential item functioning (DIF) was also examined for each item in the two scales as a function of age, gender, and economic status. A Person Separation Index (PSI) of 0.7 has conventionally been considered to be the minimum acceptable PSI level. Chi-square fit statistics, expressed as infit and outfit mean square statistics, were calculated for each item in the two scales. An acceptable fit corresponded to average values between 0.7 and 1.3. The dimensionality of the scales was assessed using Principal Components Analysis (PCA) on the residual correlation matrix to identify whether items are locally independent. Additionally, Smith’s method was employed to detect potential multidimensionality. Results The PSI values for both scales were greater than 0.90. No disordered categories were observed. No evidence of significant DIF was found when associated with gender and economic status. However, two items for both scales had a DIF which was dependent on age but did not have a significant impact on scale scores between younger and older people. Minor local dependence was noted on the HLS19-NAV scale. However, a PCA and Smith’s method demonstrated the unidimensionality of the French version of the scales measuring general and navigational HL. Conclusions Our results, based on a rigorous statistical analysis, verified the psychometric parameters of the French version of the HLS19-Q12 and HLS19-NAV scales. Despite strong correlation between both scales, each measured a different latent trait. Moreover, despite the fact that presence of DIF was weak, attention must nonetheless be paid when comparing scale response scores between young and older respondents.

Adolescence is a phase marked by stress, emotional instability, and low self-esteem, often leading to self-criticism and social withdrawal. To cope with these challenges, adolescents need self-compassion to maintain self-kindness and achieve better psychological well-being. This study aims to measure adolescent self-compassion using the Self-Compassion Scale for Youth (SCSY), a 17-item scale developed to suit the competencies of adolescents, as the original Self-Compassion Scale (SCS) is less applicable for this age group. A quantitative survey design was employed, with data from 105 high school students (aged 16-17, predominantly Sundanese, residing in rural areas) analyzed using JASP and Winstep for Rasch Model measurement. Results indicated that the SCSY demonstrated acceptable validity and reliability, confirming its suitability for adolescent self-compassion measurement. Findings underscore the importance of self-compassion in fostering emotional stability and resilience, suggesting that school-based guidance and counseling could benefit from incorporating self-compassion training to enhance mental health support for adolescents. The SCSY’s tailored approach facilitates early detection of self-compassion levels, enabling counselors to provide targeted interventions that align with adolescents’ developmental needs.

Local culture has undergone significant shifts and alienations, leading to the neglect of societal values. This situation underscores the need for teachers to be well-prepared to incorporate local wisdom into science education, supporting Cultured-Based Learning. This study, conducted from January to June 2022, aimed to assess the relevance of items in a teacher readiness instrument for implementing local wisdom-based science learning in Bali. An ex post facto research design was employed to analyze the preparedness of 72 science teachers in Bali through a detailed questionnaire. The collected ordinal data were converted into an interval scale using the Method of Successive Interval (MSI) and analyzed using the Rasch Model with the Jamovi application to assess item relevance. The study's findings highlight the cognitive and emotional readiness of science teachers as being in the high category, while collegial support and instructional tools are in the low category. These results suggest that improving collegial features and instructional tools through lesson studies and workshops could enhance the integration of local wisdom into science education in Bali.

Abstract Rasch analysis was employed to investigate the psychometric properties of the World Health Organization Quality of Life-BREF (WHOQOL-BREF) and its shorter versions (EUROHIS-QOL-8 and WHOQOL-5) within the context of patients undergoing warfarin in Thailand. A group of 260 patients were recruited from three public hospitals and tasked with completing the WHOQOL-BREF questionnaire. Rasch analysis showed that the WHOQOL-BREF, structured into four-domain subtests, achieved a commendable fit to the Rasch model (χ2[16] = 12.26, p = 0.73), met the criterion of unidimensionality (7.31% significant t-tests; lower bound confidence interval, 4.66), and demonstrated satisfactory reliability (PSI = 0.87). The adoption of a subtest approach facilitated an acceptable fit to the Rasch model for each domain of the WHOQOL-BREF, except for the social domain. However, the presence of local dependency of the three-item social domain was detected, so the reliability was not reported. The WHOQOL-5 proved to be unidimensional, fitting the Rasch model acceptably, and had satisfactory reliability. Conversely, the EUROHIS-QOL-8 presented local dependency; thus, reliability was not reported. Consequently, the WHOQOL-BREF in its four-domain subtests is recommended for pre- and post-HRQoL measurements, whereas the WHOQOL-5 can effectively measure HRQoL levels in between-group analyses.

Abstract Purpose This study aimed to develop a Quality of Life (QOL) assessment scale for older patients with Neuro-co-Cardiological Diseases (NCCD) and to evaluate the reliability and validity of the scale. Method The study participants were derived from the Elderly Individuals with NCCD Registered Cohort Study (EINCCDRCS), a multicenter registry of patients with NCCD. The preliminary testing of the questionnaire was conducted among 10 older individuals aged 65 years and older who had NCCD and were recruited from the registry. Other patients who met the inclusion criteria participated in the field testing. After verifying the unidimensionality, local independence, and monotonicity assumptions of the scale, we employed the Rasch model within Item Response Theory framework to assess the quality of the scale through methods including internal consistency, criterion validity, Wright map, and item functioning differential. Subsequently, we assessed the construct validity of the scale by combining exploratory factor analysis with confirmatory factor analysis. Results Based on well-validated scales such as the short-form WHOQOL-OLD, HeartQOL, IQCODE, and SF-36, an original Neuro-co-Cardiological Diseases Quality of Life scale (NCCDQOL) was developed. 196 individuals from the EINCCDRCS were included in the study, with 10 participating in the preliminary testing and 186 in the field testing. Based on the results of the preliminary testing, the original questionnaire was refined through item deletion and adjustment, resulting in an 11-item NCCDQOL questionnaire. The Rasch analysis of the field testing data led to the removal of 21 misfitting individuals. The NCCDQOL demonstrated a four-category structure, achieved by combining two response categories. This structure aligned with the assumptions of unidimensionality, local independence, and monotonicity. The NCCDQOL also exhibited good validity and reliability. Conclusion The revised NCCDQOL questionnaire demonstrated good reliability and validity in the Rasch model, indicating promising potential for clinical application.

The impact of teachers' beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators' SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings. [ABSTRACT FROM AUTHOR]

Understanding green chemistry is a crucial aspect for chemistry teacher graduates, as it equips them with the knowledge and skills to promote sustainable practices, minimize environmental impact, and inspire the next generation of students to engage in eco-friendly scientific innovation. This research is dedicated to developing a standard assessment for understanding Green Chemistry based on the Unity of Science (UoS), which is grouped into three categories: reagents, reaction processes, and reaction products. The research uses a mixed methods design with a triangulation model. A significant part of the research process is the validation of the feasibility of the instrument developed, which was done by five chemical experts. The multi-rater responses obtained were then analyzed using the feasibility criteria of the processed Rasch results. In the trial process, 40 students from the Chemistry Education program were selected as research subjects. The results showed that the reliability of the questions was 0.87, with an item separation level of 2.54. This reliability value of 0.87 indicates that the developed questions are of excellent quality and can be used as a standard for measuring understanding of Green Chemistry based on Unity of Science.

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The next generation science standards (NGSS) (NGSS Lead States, 2013) place a particular emphasis on the integration of engineering into the science curriculum. Consequently, the NGSS calls on teachers to engage students in engineering practices to facilitate their experience with the engineering design process similar to engineers and develop a more contemporary view of engineering as a discipline. Since engineering education research in K-12 is still in its infancy, there is limited empirical evidence related to how teachers integrate engineering concepts into their classrooms. To assess the quality of teachers' engineering teaching practices, teaching self-efficacy can be used as an indicator of their instructional practices because teaching efficacy beliefs are often associated with greater use of student-oriented instructional practices, increased teacher effort, and other positive instructional behaviors. Purpose: The main aim of this study was to validate an engineering teaching efficacy beliefs instrument (ETEBI) to measure pre-service elementary teachers' engineering teaching efficacy beliefs. Design/method: The science teaching efficacy beliefs instrument version B was modified to develop the ETEBI. The instrument was administered to 561 pre-service elementary teachers. A Rasch model analysis and confirmatory factor analysis (CFA) were conducted on the data obtained from 561 preservice elementary teachers to provide evidence supporting the validity of the instrument. Results: The Rasch model and CFA suggested a two-factor solution: personal engineering teaching efficacy and engineering teaching outcome expectancy. Also, Cronbach's coefficient alphas for each subscale were measured to assess the internal consistency of the subscales. Based on the analyses, the study provided evidence supporting the reliability and validity of the ETEBI to assess pre-service elementary teachers' engineering teaching efficacy. Conclusions: The ETEBI can be confidently utilized to assess pre-service elementary teachers' engineering teaching efficacy beliefs. It is effective in gauging the current status of their beliefs and/or determining changes in their beliefs as a result of any teacher training and professional development effort. [ABSTRACT FROM AUTHOR]

In an online learning environment, it is important to establish a suitable assessment approach that can be adapted on the fly to accommodate the varying learning paces of students. At the same time, it is essential that assessment criteria remain compliant with the expected learning outcomes of the relevant education standard which predominantly utilizes a competency-based curriculum such as in Indonesia. The aim of the research in this paper is to improve the adaptiveness of questions in the existing Computerized Adaptive Testing (CAT) model by taking into consideration multiple aspects of user context. We propose a context-based question selection model based on competency evaluation by merging four methods of Classical Test Theory, Rasch Model, Linear and Quadratic models, and the combination of branching and item adaptive methods to select questions of suitable difficulty for each individual student. To evaluate the proposed model, we conducted experiments based on a real dataset of 689 elementary school students in Indonesia. The experiment results prove the effectiveness of the proposed model in terms of accuracy in predicting the appropriateness of the questions in relation to the students' ability. This adaptive assessment method which accurately builds upon the students' competency level will support students' success in the online learning environment. [ABSTRACT FROM AUTHOR]

This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86 - 1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science. [ABSTRACT FROM AUTHOR]

The present study aimed to validate a 70-item Korean bilingual version of the Vocabulary Size Test (VST) using Rasch modeling. The goal was to assess the applicability of this Korean version of the VST for Korean learners of English in an English as a foreign language (EFL) context by examining validity evidence based on Messick's framework. Specifically, the study focused on the content, substantive, and external aspects of construct validity. However, the findings provided weak evidence supporting the utility of the VST as a measure of receptive vocabulary for Korean EFL learners. The test was deemed too easy and lacked the ability to effectively differentiate among varying levels of second language proficiency, with many test items exhibiting unexpected behavior. Additionally, the VST showed a weak correlation with another measure of second language proficiency. In light of these findings, the study offers specific recommendations for improving the test's validity and usefulness. [ABSTRACT FROM AUTHOR]

This research aims to analyze the level of self-efficacy of Arabic teachers to become driving teachers. Researchers used a survey method. The data collection technique was carried out using a non-test instrument: a closed questionnaire containing three aspects of self-efficacy. The sample in this study was 14 Arabic teachers spread across Kediri Residency. The data analysis technique uses the Rasch Model, assisted by the Minister 5.6.1.0 application. The data findings show that the instrument's reliability is a logit figure of 0.98 (perfect) and a Cronbach Alpha logit figure of 0.90 (very high). The validity of the instrument shows that the average MNSQ (Mean Square) outfit is 1.02, and the average ZSTD (Z-standard) outfit is -0.3 (valid). Regarding instrument difficulty level, three statements are classified as easy, three as medium, ten as complex, and three as very difficult. Respondent R9P showed the highest respondent ability, while respondent R7L showed the lowest ability. Arabic teachers' magnitude, strength, and generality percentages are 79%, 74%, and 85%. The average percentage level of self-efficacy of Arabic teachers in Kediri residency is 91%, which is classified as very high). [ABSTRACT FROM AUTHOR]

Test anxiety is a psychological variable that diversely impacts academic test performance. Test anxiety tools are developed to understand and predict its impact in different test settings. It is important to determine the reliability and validity of these tools to affirm the measures they provide. Additionally, where computers have been used in testing, there is a further need to assess the impact of test anxiety accurately. The purpose of this study was to find out the psychometric properties of the 10-item Westside Test Anxiety Scale (WTAS) that was adapted for use in Kenya. The study also investigated the effect of test mode on test anxiety. The study sample comprised 424 male and female pupils in public primary schools in Nairobi, Kenya. In a between-groups experimental set-up, 208 pupils were assigned randomly to sit a computerbased science test, and 216 pupils were assigned to the paper-based version. The WTAS was thereafter administered to pupils in both groups. An analysis of the test anxiety tool revealed adequate internal consistency and person reliability estimates. The tool also fulfilled the key Rasch model assumptions of local independence. Though all the items fitted the Rasch model, three items had disordered categories. Exploratory factor analysis revealed two additional test anxiety factors. An independent sample t-test showed that test mode had a small and insignificant effect on test anxiety. The study recommended that future studies consider developing localized test anxiety tools rather than adapting from foreign sources. [ABSTRACT FROM AUTHOR]

This study describes teachers’ perceptions of implementing education transformation after the Corona Virus Disease 2019 (COVID-19) pandemic. The research method uses a mixed-method approach: quantitative and qualitative. Quantitative data collection using questionnaires. Analysis of quantitative data using the Rasch model. Qualitative data analysis through the collection, reduction, and presentation. The respondents of this research are 389 teachers in Indonesia. The questionnaire instrument contains 21 items of statements. Before being sent to teachers via the Google form, the questionnaire had met the readability test by 10 teachers. This research found that the most effortless education transformation is related to the education ecosystem. However, implementations still challenging to implement are related to pedagogy, especially the implementation of differentiated learning. Therefore, this study implies that the educational ecosystem needs to be maintained. Meanwhile, pedagogics, especially those related to differentiated learning, must be improved with various training to recognize student learning styles, multiple intelligences, learning readiness, teacher socio-emotional, and student socio-cultural. [ABSTRACT FROM AUTHOR]

A modified and improved inductive inferential approach to evaluate item discriminations in a conditional maximum likelihood and Rasch modeling framework is suggested. The new approach involves the derivation of four hypothesis tests. It implies a linear restriction of the assumed set of probability distributions in the classical approach that represents scenarios of different item discriminations in a straightforward and efficient manner. Its improvement is discussed, compared to classical procedures (tests and information criteria), and illustrated in Monte Carlo experiments as well as real data examples from educational research. The results show an improvement of power of the modified tests of up to 0.3. [ABSTRACT FROM AUTHOR]

Penelitian ini dilakukan untuk menganalisa butir soal yang digunakan untuk mengukur kesesuaian butir soal dan tingkat kesukaran soal pada peserta didik kelas V mata pelajaran matematika di Sekolah Dasar Swasta Pekalongan. Peserta didik di kelas 5 berjumlah 22 orang. Subjek penelitian adalah jawaban siswa terhadap soal. Soal yang diberikan berupa soal pilihan ganda berjumlah 15 butir terkait materi perhitungan bangun ruang dan penyajian data. Model rasch digunakan untuk mendapatkan butir soal yang fit. Analisa ini dilakukan dengan bantuan software Winsteps. Syarat butir dikatakan fit terhadap model pada program winstep antara lain jika nilai Outfit MNSQ sebesar 0,5 sampai dengan 1,5 dan nilai Outfit ZSTD sebesar -2 sampai dengan 2, serta Pt-measure Corr bernilai positif maka dapat dikatakan butir tersebut fit atau cocok terhadap model (Sumintono & Widiharso, 2015:98). Dari output program Winsteps diperoleh hasil 15 butir soal sesuai dengan model Rasch dengan nilai Outfit MNSQ sebesar 1,03. Sedangkan nilai Outfit ZSTD sebesar 0,0. Serta Pt-measure Corr yang bernilai positif ada 11 butir soal, dan 4 butir soal bernilai negative. Artinya ada 4 butir soal tidak cocok terhadap model. Hasil penelitian menunjukkan bahwa soal assesmen matematika dapat memenuhi minimal satu dari tiga kriteria yang telah ditetapkan dan memiliki kesesuaian dengan karakteristik fit. Di sisi lain, satu soal dianggap mudah berdasarkan tingkat kesukaran soal.

Abstract Recently, psychometricians and researchers have voiced their concern over the exploration of language test items in light of Messick’s validation framework. Validity has been central to test development and use; however, it has not received due attention in language tests having grave consequences for test takers. The present study sought to examine the validity of the University of Tehran English language proficiency test (UTEPT) using 6 aspects of Messick’s validation framework (i.e., content, structural, external, generalizability, substantive, and consequential). To examine each validity dimension, the Rasch model was considered. To this end, the data of 394 test takers who had taken the test in 2023 were cleaned and analyzed for the assumptions of the Rasch model and then for the 6 aforementioned validity aspects. The results indicated that the structural (i.e., unidimensionality), generalizability (i.e., measurement invariance), and substantive aspects held. However, the evidence for the content, external, and consequential aspects of validity was less definitive. The implications of the findings for the validity of the test, for the realm of language testing, and for item developers and item writers will be discussed.

This study aims to compare the level of maṣlaḥah regarding the existence of collateral in Profit and Loss Sharing (PLS) financing from Islamic banking customers and employees standpoints. This is crucial as PLS financing becomes the main characteristic product of Islamic banks, but it emerges as an unfavorable product due to the high financial risk. The existence of collateral plays a pivotal role in this situation to realize maṣlaḥah. This is an explanatory study with a quantitative approach and survey method, considering 400 respondents, particularly 200 Islamic banking customers and 200 Islamic banking employees, who were conveniently obtained at certain time intervals for a one-shot. An Independent sample t-test is used to calculate the comparison level of maṣlaḥah among these two groups. At the same time, Rasch Model analysis is also used to measure the data based on the demographic characteristics of respondents. The result discovers that although there is a slightly different level of maṣlaḥah between Islamic banking customers and employees in PLS finance practice regarding collateral, it still significantly brings benefit, as it aligns with the concept of ta’widh to prevent financial risk. This finding contributes to Islamic banks as a guideline to understand how to operate and enhance the market share of this financing product based on the Rasch Model Analysis.

This study outlines statistical methods and practical steps for designing and developing valid and reliable questionnaires in primary care. A series of studies on questionnaire development and scale design are reviewed and a standardized process for scale design in the primary care is developed. The process involves key and practical steps in the scale design process as well as statistical methods, which is illustrated with examples of previous relevant studies within the field. The suggested seven-step approach to developing a questionnaire in the primary care is: (1) defining the construction of measurement; (2) generating the pool of items; (3) selecting the scoring system and response format; (4) pre-testing (assessing content validity and face validity, etc.) ; (5) eliminating items by item analysis; (6) evaluating the scale initially, including evaluating the reliability and validity of the scale, and factor analysis or Rasch analysis; (7) re-evaluating the scale to re-examine the nature of the scale, including retesting reliability and constructing validity. In general, the studies on scale design should strictly follow the standardized steps of scale development, and the integrated use of Rasch model and factor analysis can make the measurements more objective.