Relevant bibliographies by topics / Educational tests and measurements – Validity – Belize

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Educational tests and measurements – Validity – Belize'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational tests and measurements – Validity – Belize.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational tests and measurements – Validity – Belize"

1

Oosterveld, Paul, and Johan Hoogstraten. "The Differential Predictive Validity of Two Measurements of Cognitive Ability." Perceptual and Motor Skills 82, no. 3 (June 1996): 817–18. http://dx.doi.org/10.2466/pms.1996.82.3.817.

Full text
Abstract:
In this study was compared the relative predictive power of an achievement test and a self-report questionnaire for cognitive abilities in the context of prediction of educational achievement. With average grades, the multiple correlation of scores on both tests administered to a sample of 232 pupils in secondary education showed only marginal differences.
APA, Harvard, Vancouver, ISO, and other styles
2

Budakova, Anna V., Maxim V. Likhanov, Teemu Toivainen, Alexey V. Zhurbitskiy, Elina O. Sitnikova, Elizaveta M. Bezrukova, and Yulia Kovas. "Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports." Psychology in Russia: State of the Art 14, no. 2 (2021): 59–85. http://dx.doi.org/10.11621/pir.2021.0205.

Full text
Abstract:
Background. Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective. Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design. Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results. Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery “OSSAB”: Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion. Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.
APA, Harvard, Vancouver, ISO, and other styles
3

Et al., Afdal Afdal. "The TIRI: A Rasch-Validated Revision of Resilience for Victims of Natural Disasters." Psychology and Education Journal 58, no. 1 (February 4, 2021): 4121–32. http://dx.doi.org/10.17762/pae.v58i1.1476.

Full text
Abstract:
This article presents the validation of Taufik & Ifdil Resilienci Inventory (TIRI) in the context of post-natural disasters and in Indonesian. The quantitative research tests validity of TIRI with Rasch model analysis, TIRI is used to measure the resilience of students affected by natural disasters by the number items 43 and developed by the Indonesian Institute for Counseling, Education and Therapy (IICET) research team which is coordinated by the Research Center (Universitas Negeri Padang). This research was conducted 3 trials/cycle, all respondents per cycle were spread in 6 regencies in Kota in Indonesia. Instrument resilience for victims of natural disasters is valid and reliable (person reliability 0.68 and item reliability 0.99) with a total 25 items (Raw variance explained by measures = 23.5% with expected values of 24.3%) valid from the total items of 43 items, that means items already represent measurements for the resilience of victims of natural disasters.
APA, Harvard, Vancouver, ISO, and other styles
4

Bichi, Ado Abdu, and Rohaya Talib. "Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development." International Journal of Evaluation and Research in Education (IJERE) 7, no. 2 (June 1, 2018): 142. http://dx.doi.org/10.11591/ijere.v7i2.12900.

Full text
Abstract:
Testing in educational system perform a number of functions, the results from a test can be used to make a number of decisions in education. It is therefore well accepted in the education literature that, testing is an important element of education. To effectively utilize the tests in educational policies and quality assurance its validity and reliability estimates are necessary. There are two generally acceptable frameworks used in evaluating the quality of test in educational and psychological measurements, these are; Classical Test Theory (CTT) and Item Response Theory (IRT). The estimates of test items validity and reliability depend on a particular measurement model used. It is vital for a test developer to be familiar with the different test development and item analysis methods in order to facilitate the development of a new test. The CTT is a traditional approach which was widely criticise in the measurement community for its shortcomings such as sample dependency of coefficient measures and estimates of measurement error. However, the IRT is a modern approach which provides solutions to most of the CTT’s identified shortcomings. This paper therefore, provides a comprehensive overview of the IRT and its procedures as applied to test item development and analysis. The paper concludes with some suggestions for test developers and test specialists at all levels to adopt IRT for its identified crucial theoretical and empirical gains over CTT. IRT based parameter estimates should be superior and reliable than CTT based parameter estimates. With these features, IRT can help resolve the problems associated with test design based on CTT.
APA, Harvard, Vancouver, ISO, and other styles
5

Ch. Hadjichambis, Andreas, and Demetra Paraskeva-Hadjichambi. "Environmental Citizenship Questionnaire (ECQ): The Development and Validation of an Evaluation Instrument for Secondary School Students." Sustainability 12, no. 3 (January 22, 2020): 821. http://dx.doi.org/10.3390/su12030821.

Full text
Abstract:
Environmental citizenship is very important in sustainability research. The criticality of the observed environmental crisis requires capable and competent environmental citizens who can act as agents of change to achieve sustainability. This research presents the validation of the Environmental Citizenship Questionnaire (ECQ) for assessing the environmental citizenship of secondary school students. To this end, Principal Component Analysis has been performed through the use of a Confirmatory Factor Analysis. In addition, there has been a verification of sphericity and a measure of sampling adequacy using the Bartlett’s and Kaiser–Meyer–Olkin (KMO) tests, respectively. Cronbach’s Alpha, eigenvalues and percentage of variance as well as Pearson’s correlation were also estimated. Using the data of 520 students in 10th grade, the ECQ showed very good results in all measurements performed, demonstrating high internal consistency, reliability and discriminant validity. From the factor analysis were derived nine factors with 76 items in total. Cronbach’s Alpha was greater than 0.702, indicating high reliability in all factors. The possible contribution of the ECQ in different contexts and educational frames and in sustainability education is discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Falaqi, Rizal. "التقويم التعليمية: مواصفات الاختبار الجيد." TSAQOFIYA Jurusan Pendidikan Bahasa Arab IAIN Ponorogo 2, no. 2 (September 30, 2020): 160–75. http://dx.doi.org/10.21154/tsaqofiya.v2i2.33.

Full text
Abstract:
This study discusses educational evaluations that focus on the characteristics of excellent tests. Evaluation has an important role in the success of learning, and one way to do evaluation is by testing. If the quality of evaluation activities is good, the resulting data can be used to decide about students and to improve the curriculum. Conversely, if the evaluation is of inferior quality, it will mislead decision makers. Therefore, an excellent test is important to know to improve the quality of evaluation. The research method used is qualitative research using the library research method, by collecting related documents, appropriate and valid data. Then analyzed and criticized by being critically indicated ​​the existing discourses to present a research result. The results of the study show that the characteristics of an excellent test are: 1) Validity, the measuring instrument can calculate what is being measured or revealed through the test. 2) Reliability, the results of measurements made using the test repeated on the same subject the results remain the same or are stable in the group. 3) Objectivity, meaning that in carrying out the test there are no subjective factors that influence mainly in the score system. 4) Practices, both practicality related to the implementation and ease of examination. 5) Economical, does not spend a lot of cost, energy and a lot of time. However, all efforts made to present excellent tests must be accompanied by the seriousness of the educator in evaluating the next stage, such as the measurement and assessment process. So that the data generated accurately and evaluation can help develop the learning process under the purpose of the evaluation.
APA, Harvard, Vancouver, ISO, and other styles
7

Souza, Ruy Guilherme Silveira de, Bianca Jorge Sequeira, Antonio Carlos Sansevero Martins, and Angélica Maria Bicudo. "The Validity Concept in Medical Education: a Bibliometric Analysis." Revista Brasileira de Educação Médica 44, no. 4 (2020). http://dx.doi.org/10.1590/1981-5271v44.4-20200055.ing.

Full text
Abstract:
Abstract: Introduction: Assessment is a critical part of learning and validity is arguably its most important aspect. However, different views and beliefs led to a fragmented conception of the validity meaning, with an excessive focus on psychometric methods and scores, neglecting the consequences and utility of the test. The last decades witnessed the creation of a significant number of tests to assess different aspects of the medical profession formation, but researchers frequently limit their conclusions to the consistency of their measurements, without any further analysis on the educational and social impacts of the test. The objective of this work is to determine the predominant concept of validity in medical education assessment studies. Method: The authors conducted a bibliometric research of the literature about studies on the assessment of learning of medical students, to determine the prevalent concept of validity. The research covered a period from January 2001 to august 2019. The studies were classified in two categories based on their approach to validity: (1)” fragmented validity concept” and (2)” unified validity concept”. To help with validity arguments, the studies were also classified based on Miller’s framework for clinical assessment. Results: From an initial search resulting in 2823 studies, 716 studies were selected based on the eligibility criteria, and from the selected list, of which 693 (96,7%) were considered studies of the fragmented validity concept, which prioritized score results over an analysis of the test's utility, and only 23 studies (3,2%) were aligned with a unified view of validity, showing an explicit analysis of the consequences and utility of the test. Although the last decade witnessed a significant increase in the number of assessment studies, this increase was not followed by a significant change in the validity concept. Conclusions: This bibliometric analysis demonstrated that assessment studies in medical education still have a fragmented concept of validity, restricted to psychometric methods and scores. The vast majority of studies are not committed to the analysis about the utility and educational impact of an assessment policy. This restrictive view can lead to the waste of valuable time and resources related to assessment methods without significant educational consequences.
APA, Harvard, Vancouver, ISO, and other styles
8

Weideman, Albert. "Degrees of adequacy: the disclosure of levels of validity in language assessment." Koers - Bulletin for Christian Scholarship 84, no. 1 (March 29, 2019). http://dx.doi.org/10.19108/koers.84.1.2451.

Full text
Abstract:
The conceptualization of validity remains contested in educational assessment in general, and in language assessment in particular. Validation and validity are the subjective and objective sides of the process of building a systematic argument for the adequacy of tests. Currently, validation is conceptualized as being dependent on the validity of the interpretation of the results of the instrument. Yet when a test yields a score, that is a first indication of its adequacy, or validity. As the history of validity theory shows, adequacy is further disclosed with reference to the theoretical defensibility (“construct validity”) of a language test. That analogical analytical disclosure of validity is taken further in the lingually analogical question of whether the test scores are interpretable, and meaningful. This paper will illustrate these various degrees of adequacy with reference mainly to empirical analyses of a number of tests of academic literacy, from pre-school level tests of emergent literacy, to measurements of postgraduate students’ ability to cope with the language demands of their study. Further disclosures of language test design will be dealt with more comprehensively in a follow-up paper. Both papers present an analysis of how such disclosures relate to a theoretical framework for responsible test design. Grade van toereikendheid: die ontsluiting van vlakke van geldigheid in taaltoetsing Opsomming Om geldigheid te konsepsualiseer bly 'n betwiste saak in opvoedkundige meting in die algemeen, en in taalassessering in die besonder. Geldigmaking en geldigheid kan respektiewelik opgevat word as die subjektiewe en objektiewe kante van die sistematiese argument wat gevoer kan word vir die toereikendheid van toetse. Tans word geldigmaking gekonseptualiseer as afhanklik van die interpretasie van die resultate van die instrument. Tog is dit so dat wanneer 'n toets 'n punt oplewer, dit 'n eerste aanduiding is van sy geldigheid. Soos die geskiedenis van geldigheidsteorie ook aantoon, word daardie toereikendheid verder ontsluit met verwysing na die teoretiese regverdiging (konstrukgeldigheid) van 'n taaltoets. Daardie logies-analitiese ontsluiting van geldigheid word verder geneem in die analogies linguale vraag: Is die toetsresultate interpreteerbaar en betekenisvol? Hierdie artikel illustreer hierdie verskillende grade van geldigheid met verwysing na empiriese analises van toetse van akademiese geletterdheid, vanaf voorskoolse toetse van ontluikende geletterdheid tot by metings van nagraadse studente se vermoë om die eise van akademiese diskoers te hanteer. Verdere ontsluitings van taaltoetsontwerp word vollediger hanteer in 'n opvolgartikel. Beide artikels bied 'n analise van hoe sulke ontsluitings verband hou met 'n teoretiese raamwerk vir verantwoordelike toetsontwerp.
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Educational tests and measurements – Validity – Belize"

1

Hinerman, Krystal M. "Construct Validation of the Social-Emotional Character Development Scale in Belize: Measurement Invariance Through Exploratory Structural Equation Modeling." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699875/.

Full text
Abstract:
Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.
APA, Harvard, Vancouver, ISO, and other styles
2

Gao, Rui. "Construct validity of College Basic Academic Subject examination /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091926.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ketterlin-Geller, Leanne Robyn. "Establishing a validity argument for universally designed assessments /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113012.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
4

Ip, Tsang Chui-hing Betty. "The construct validity of the aptitude test for prevocational schools." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kaye, Gail Leslie. "Construct validity study of the Myers-Briggs type indicator." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1399891250.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Clay-Adkins, Sandra L. Thompson James Richard. "Reliability and validity of the Supports Intensity Scale." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128272.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed Jan. 11, 2005. Dissertation Committee: James R. Thompson (chair), Barbara M. Fulk, Jeffrey H. Kahn, Debra L. Shelden, W. Paul Vogt. Includes bibliographical references (leaves 135-145) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
7

Thurber, Robin Schul. "Construct validity of curriculum-based mathematics measures /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 78-83). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957576.
APA, Harvard, Vancouver, ISO, and other styles
8

Chamoy, Waritsa. "Evaluation of the Psychometric Quality and Validity of a Student Survey of Instruction in Bangkok University, Thailand." Thesis, University of Pittsburgh, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13819746.

Full text
Abstract:

The main purpose of this study was to conduct a validation analysis of student surveys of teaching effectiveness implemented at Bangkok University, Thailand. This study included three phases; survey development, a pilot study, and a full implementation study. Four sources of validity evidence were collected to support intended interpretations and uses of survey scores. To this end, this study evaluated the extent to which the content evidence supported the construct definition of the survey (RQ1), the relationships among survey items and survey components corresponded to the construct dimension (RQ2), the survey exhibited gender differential item functioning (RQ3), and student ratings and a similar measure of teaching quality and student achievement (RQ4) were related.

Overall, the student survey demonstrated good psychometric quality and the intended purposes and uses of the survey were supported. Based on expert reviews, the dimensions and survey items were perceived adequate in covering teaching quality, the survey items were perceived to properly assess the associated dimensions, and the response scales were perceived suitable with what was intended to measure. Exploratory factor analysis suggested that the construct of teaching effectiveness as defined in this survey may be unidimensional. Although the results did not support multidimensionality, the dimensions can still be used by individual instructors to evaluate their own teaching. Cronbach’s α coefficients were high and supported the internal consistency of the survey. There was no occurrence of gender DIF in this student survey. Therefore, the validity evidence of survey score interpretations was supported since the meaning of survey categories/scales was shared across male and female students. Finally, the results based on relation to other variables showed a strong positive relationship between the student survey and another currently used survey at Bangkok University which was used to evaluate teaching effectiveness for a decade. This could indicate that the student survey was measuring a similar construct of teaching effectiveness.

APA, Harvard, Vancouver, ISO, and other styles
9

Wong, Luke L. S. "Validity and Reliability Study of the Bridges 7-Stage Spiritual Growth Questionnaire (BSG-Q)." Thesis, Nyack College, Alliance Theological Seminary, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425929.

Full text
Abstract:

This doctoral project was developed to evaluate the validity and reliability of a spiritual growth assessment tool that the author created for his ministry in Southeast Asia called the Bridge or BRIDGES. This tool called the BRIDGES Spiritual Growth Questionnaire (BSG-Q) is helpful for church leaders who intend on implementing The Bridge’s 7-Stage Discipleship Strategy in determining the spiritual stage of their church members. Fifty volunteers at the Bridge were recruited to complete the BSG-Q. To study the validity of the BSG-Q, the three basic and traditional components of validity (criterion-related validity, content validity, and construct validity) were applied. Nine small group leaders at the Bridge were recruited to help assess the criterion-related validity by completing a criterion assessment form. Five experts concerning the Bridge’s 7-Stage strategy were recruited to help assess the content validity by completing a content assessment form. Construct validity was assessed by referencing published authors. To study the reliability of the BSG-Q, the test-retest method and the split-halves method were applied. The accumulated data from all the questionnaires and tests and the analysis of the data confirmed the hypothesis of this project: “The BSG-Q is a valid and reliable tool in determining a person’s level or stage of spiritual growth within the 7- Stage strategy.” This project also enabled the author to make some critical discoveries in how to interpret the scores of BSG-Q participants resulting in important recommendations for church leaders who intend on using this tool.

APA, Harvard, Vancouver, ISO, and other styles
10

Coleman, Susan Lee. "Estimating the reliability and validity of concept mapping as a tool to assess prior knowledge." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-164956/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational tests and measurements – Validity – Belize"

1

Kane, Michael T. An argument-based approach to validation. Iowa City, Iowa: American College Testing Program, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brennan, Robert L. The bootstrap and other procedures for examining the variability of estimated variance components in testing contexts. Iowa City, Iowa: American College Testing Program, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schiel, Jeff. The effects of data truncation on estimated validity indices for course placement. Iowa City, Iowa: American College Testing Program, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kane, Michael T. Generalizing criterion-related validity evidence for certification requirements across situations and specialty areas. Iowa City, Iowa: American College Testing Program, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kane, Michael T. An argument-based approach to validation. Iowa City, Iowa: American College Testing Program, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kane, Michael T. An argument-based approach to validation. Iowa City, Iowa: American College Testing Program, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The dominance of high-stakes testing and the politics of schooling. Philadelphia PA: Temple University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Johnson, Amanda Walker. Objectifying measures: The dominance of high-stakes testing and the politics of schooling. Philadelphia PA: Temple University Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kazarinov, A. S. Adaptat︠s︡ionnai︠a︡ validat︠s︡ii︠a︡ pedagogicheskikh testov. Glazov: Glazovskiĭ gos. pedagog. in-t, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dan, McDougall, and Marini Anthony, eds. Educational measurement and evaluation. Dubuque, Iowa: Kendall/Hunt, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational tests and measurements – Validity – Belize"

1

Paul, Sharon J. "Identifying Ways We Learn." In Art & Science in the Choral Rehearsal, 87–114. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0005.

Full text
Abstract:
This chapter examines the validity and relevance of two frequently discussed educational theories: Multiple Intelligence Theory and Learning Styles. Howard Gardner’s Multiple Intelligence Theory encourages educators to look beyond the standard IQ test as a single measurement of a student’s potential. Rather, he encourages educators to look at students more holistically as defined by eight different intelligences. The chapter continues by explaining that scientific studies do not support the commonly held belief that students learn best through their preferred learning style. Instead, research demonstrates that information learned through multiple sensory entry points will have more triggers for recollection, thus increasing chances for recall. The author shares a variety of exercises created to take advantage of this brain principle in the choral rehearsal. This chapter further explores the brain’s affinity as a pattern-seeking device to respond to structure, and ways to use that affinity as an aid to learning.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational tests and measurements – Validity – Belize' for particular source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography