Matching Items (4)
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- All Subjects: Validity
- Creators: Thompson, Marilyn
Description
The measurement of competency in nursing is critical to ensure safe and effective care of patients. This study had two purposes. First, the psychometric characteristics of the Nursing Performance Profile (NPP), an instrument used to measure nursing competency, were evaluated using generalizability theory and a sample of 18 nurses in the Measuring Competency with Simulation (MCWS) Phase I dataset. The relative magnitudes of various error sources and their interactions were estimated in a generalizability study involving a fully crossed, three-facet random design with nurse participants as the object of measurement and scenarios, raters, and items as the three facets. A design corresponding to that of the MCWS Phase I data--involving three scenarios, three raters, and 41 items--showed nurse participants contributed the greatest proportion to total variance (50.00%), followed, in decreasing magnitude, by: rater (19.40%), the two-way participant x scenario interaction (12.93%), and the two-way participant x rater interaction (8.62%). The generalizability (G) coefficient was .65 and the dependability coefficient was .50. In decision study designs minimizing number of scenarios, the desired generalizability coefficients of .70 and .80 were reached at three scenarios with five raters, and five scenarios with nine raters, respectively. In designs minimizing number of raters, G coefficients of .72 and .80 were reached at three raters and five scenarios and four raters and nine scenarios, respectively. A dependability coefficient of .71 was attained with six scenarios and nine raters or seven raters and nine scenarios. Achieving high reliability with designs involving fewer raters may be possible with enhanced rater training to decrease variance components for rater main and interaction effects. The second part of this study involved the design and implementation of a validation process for evidence-based human patient simulation scenarios in assessment of nursing competency. A team of experts validated the new scenario using a modified Delphi technique, involving three rounds of iterative feedback and revisions. In tandem, the psychometric study of the NPP and the development of a validation process for human patient simulation scenarios both advance and encourage best practices for studying the validity of simulation-based assessments.
ContributorsO'Brien, Janet Elaine (Author) / Thompson, Marilyn (Thesis advisor) / Hagler, Debra (Thesis advisor) / Green, Samuel (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study investigated the internal factor structure of the English language development Assessment (ELDA) using confirmatory factor analysis. ELDA is an English language proficiency test developed by a consortium of multiple states and is used to identify and reclassify English language learners in kindergarten to grade 12. Scores on item parcels based on the standards tested from the four domains of reading, writing, listening, and speaking were used for the analyses. Five different factor models were tested: a single factor model, a correlated two-factor model, a correlated four-factor model, a second-order factor model and a bifactor model. The results indicate that the four-factor model, second-order model, and bifactor model fit the data well. The four-factor model hypothesized constructs for reading, writing, listening and speaking. The second-order model hypothesized a second-order English language proficiency factor as well as the four lower-order factors of reading, writing, listening and speaking. The bifactor model hypothesized a general English language proficiency factor as well as the four domain specific factors of reading, writing, listening, and speaking. The Chi-square difference tests indicated that the bifactor model best explains the factor structure of the ELDA. The results from this study are consistent with the findings in the literature about the multifactorial nature of language but differ from the conclusion about the factor structures reported in previous studies. The overall proficiency levels on the ELDA gives more weight to the reading and writing sections of the test than the speaking and listening sections. This study has implications on the rules used for determining proficiency levels and recommends the use of conjunctive scoring where all constructs are weighted equally contrary to current practice.
ContributorsKuriakose, Anju Susan (Author) / Macswan, Jeff (Thesis advisor) / Haladyna, Thomas (Thesis advisor) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
National assessment data indicate that the large majority of students in America perform below expected proficiency levels in the area of writing. Given the importance of writing skills, this is a significant problem. Curriculum-based measurement, when used for progress monitoring and intervention planning, has been shown to lead to improved academic achievement. However, researchers have not yet been able to establish the validity of curriculum-based measures of writing (CBM-W). This study examined the structural validity of CBM-W using exploratory factor analysis. The participants for this study were 253 third, 154 seventh, and 154 tenth grade students. Each participant completed a 3-minute writing sample in response to a narrative prompt. The writing samples were scored for fifteen different CBM-W indices. Separate analyses were conducted for each grade level to examine differences in the CBM-W construct across grade levels. Due to extreme multicollinearity, principal components analysis rather than common factor analysis was used to examine the structure of writing as measured by CBM-W indices. The overall structure of CBM-W indices was found to remain stable across grade levels. In all cases a three-component solution was supported, with the components being labeled production, accuracy, and sentence complexity. Limitations of the study and implications for progress monitoring with CBM-W are discussed, including the recommendation for a combination of variables that may provide more reliable and valid measurement of the writing construct.
ContributorsBrown, Alec Judd (Author) / Watkins, Marley (Thesis advisor) / Caterino, Linda (Thesis advisor) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2012
Description
Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.
ContributorsBohac, Genevieve (Author) / Wodrich, David L (Thesis advisor) / Lavoie, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011