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Tests and exams in Singapore schools : what school leaders, teachers and parents need to know
\"Assessment, mainly in the form of tests and examinations, plays a critical role in the schooling of Singaporean students. The results are often used to make irrevocable decisions on the students' future education careers. This book is written with school leaders, teachers, and parents in mind, with the view of helping them to better understand the processes and products of assessment via tests and exams. It is written in simple terms, using minimal technical terms, and introduces school leaders, teachers, and parents to essential concepts and principles of educational measurements which are relevant in the school context in Singapore. While existing books on educational measurement are academically-oriented and meant for formal training courses, this book makes self-study simple by using practical examples couched in layman's language. In addition, this book uses concrete examples and analogies to make the text reader-friendly.\" -- Provided by publisher.
Book
Mejorando la Evaluación de la Validez del Contenido a Través del Modelado de la Teoría de Respuesta al Ítem
Background:Ensuring the validity of assessments requires a thorough examination of the test content. Subject matter experts (SMEs) are commonly employed to evaluate the relevance, representativeness, and appropriateness of the items. This article proposes incorporating item response theory (IRT) into model assessments conducted by SMEs. Using IRT allows for the estimation of discrimination and threshold parameters for each SME, providing evidence of their performance in differentiating relevant from irrelevant items, thus facilitating the detection of suboptimal SME performance while improving item relevance scores. Method:Use of IRT was compared to traditional validity indices (content validity index and Aiken’s V) in the evaluation of conscientiousnessitems. The aim was to assess the SMEs’ accuracy in identifying whether items were designed to measure conscientiousness or not, and predicting their factor loadings. Results:The IRT-based scores effectively identified conscientiousness items (R2= 0.57) and accurately predicted their factor loadings (R2= 0.45). These scores demonstrated incremental validity, explaining 11% more variance than Aiken’s V and up to 17% more than the content validity index. Conclusions:Modeling SME assessments with IRT improves item alignment and provides better predictions of factor loadings, enabling improvement of the content validity of measurement instruments.
Journal Article
LBA:01:17 ASSESSLE: a novel disease activity tool for the assessment of systemic lupus erythematosus
ObjectivesTo develop and validate a user-friendly composite tool (ASSESSLE) for monitoring SLE disease activity that integrates physician assessment with patient-reported outcomes, addressing limitations of existing indices in sensitivity, feasibility, and patient perspective capture.MethodsThe physician component includes seven visual analogue scale (VAS) domains and serologic dynamics. Reliability and validity were evaluated in a pilot paper-case study (4 cases, 5 raters) and in a prospective cohort (45 patients, 127 visits), with comparisons to BILAG, SLEDAI, and LFA-REAL. The PRO component comprises four VAS items and was compared with the SF-36 across repeated visits. Diagnostic performance for detecting clinical improvement or worsening was assessed using area under the ROC curve (AUC) analysis based on physician intent-to-treat (ITT). SLE Responder Index-4 (SRI-4) was applied and compared with the ASSESSLE physician component to assess discriminatory ability relative to physician-determined treatment modification. Predictive validity of the PRO for disease flares was evaluated using an ITT framework.ResultsIn the pilot study, the physician component showed excellent inter-rater reliability (ICC 0.75–0.95) and good convergent validity with BILAG, SLEDAI, and LFA-REAL (r = 0.48–0.94). In the prospective cohort, ASSESSLE correlated with BILAG (r = 0.71) and SLEDAI (r = 0.69), explained up to 85% of BILAG variance, and showed greater sensitivity to change than SLEDAI (r = 0.62 vs. 0.59), with simplicity comparable to LFA-REAL. Among visits with clinical improvement or worsening (n = 72), ASSESSLE demonstrated higher diagnostic performance than BILAG, SLEDAI, and LFA (AUC 0.72 vs. 0.708, 0.693, and 0.659, respectively). Compared with SRI-4, the ASSESSLE physician component demonstrated superior ability to identify responders based on physician-driven treatment modification (73% vs. 52%). The PRO correlated strongly with SF-36 (r = 0.85, p < 0.0001). A PRO score below 6.8 ( scale 0-10) predicted flares with 80% specificity and 81.6% sensitivity.ConclusionsASSESSLE is a reliable, responsive, and pragmatic composite measure that captures clinically meaningful changes in SLE activity and performs favorably relative to established indices. Its concise PRO component adds patient-centered value and may assist flare prediction, supporting ASSESSLE’s suitability for routine clinical practice and research.
Journal Article
Interdisciplinary perspectives on international law and international relations : the state of the art
\"This book brings together the most influential contemporary writers in the fields of international law and international relations to take stock of what we know about the making, interpretation and enforcement of international law\"-- Provided by publisher.
Book
Content Validity of the Forgotten Joint Score (FJS-12) for Total Ankle Replacement
Research Type:
Level 4 – Case series
Introduction/Purpose:
The Forgotten Joint Score (FJS-12) measures hip and knee patients’ ability to forget their replaced joint in everyday life. This study evaluates whether the FJS-12 includes the appropriate items for total ankle replacement (TAR) patients to ensure findings are accurate and meaningful.
Methods:
An internet-based, cross-sectional survey of TAR patients and clinicians with TAR experience examined the relevance, comprehensiveness, and comprehensibility of the FJS-12, consistent with COSMIN methodology for content validity. Respondents rated the relevance of FJS-12 items and provided input using open-ended questions on additional necessary content. Cognitive interviews were conducted with 8 patients to evaluate its comprehensibility. Items were considered relevant if ≥70% patients endorsed them. Analysis involved descriptive statistics and content analysis.
Results:
Sixty-one respondents (54 patients, 12 clinicians) participated. The mean age of the patient sample was 65.3 years, 66.7% were male, 61.1% were retired, and average follow-up length was 2.2 years. Of the 12 FJS-12 items, 3 items were endorsed as relevant, 5 fell just below the threshold, and 4 items were endorsed by < 50% patients. Clinicians endorsed 11 items, with 1 endorsed by only 50.0% of clinicians. Clinicians and patients recommended new content, and patients provided insight into poorly performing items.
Conclusion:
The FJS-12 lacks content validity for TAR patients. Some items lack sufficient relevance according to patients, and content is missing to allow comprehensive measurement of TAR patients’ ability to forget their joint replacement in daily life. A new FJS-12 will be developed based on this work and undergo psychometric testing in a TAR population.
Journal Article
Content Validity Assessment of Malaysian Teachers' Professional Judgement Instrument
Professional judgement needs to be practiced by teachers in providing a holistic approach to assessing their students. However, the validation of the items to measure teachers' professional judgement is always questionable. Hence, this study examines the content validity of an instrument developed to assess professional judgement, a skill that needs to be mastered by Malaysian teachers, in parallel with the implementation of classroom-based assessment. Eight experts, consisting of four professionals and four lay experts, were selected to be involved in this study, which used the Content Validity Ratio (CVR) method. Only experts with certain criteria were being selected, such as experience, expertise and relevance to this study. The instrument consists of five constructs; each represents one of the elements of professional judgement respectively. Starting with teachers' knowledge, followed by teaching experience, student's input, teachers' professional responsibility and teachers' intuition. A total of 102 items were assessed and 93 items met the critical CVR threshold of 0.75. This indicates strong agreement among experts regarding their suitability. The other nine items that did not meet this criterion were revised in terms of clarity, relevance and agreement with the theoretical constructs. This study makes a novel contribution by developing a culturally responsive instrument that is tailored to the Malaysian classroom assessment system and fills a significant gap in the measurement of teachers' professional judgement in local education policy and practice.
Journal Article
Legitimacy and legality in international law : an interactional account
\"It has never been more important to understand how international law enables and constrains international politics. By drawing together the legal theory of Lon Fuller and the insights of constructivist international relations scholars, this book articulates a pragmatic view of how international obligation is created and maintained. First, legal norms can only arise in the context of social norms based on shared understandings. Second, internal features of law, or 'criteria of legality', are crucial to law's ability to promote adherence, to inspire 'fidelity'. Third, legal norms are built, maintained or destroyed through a continuing practice of legality. Through case studies of the climate-change regime, the anti-torture norm, and the prohibition on the use of force, it is shown that these three elements produce a distinctive legal legitimacy and a sense of commitment among those to whom law is addressed\"-- Provided by publisher.
Book
The Highly Sensitive Child Scale (12-Item Short Form): Turkish Validity and Reliability Study
Objectives: This study aims to adapt the short form of the 12-item Highly Sensitive Child (HSC) scale into Turkish and examine its factor structure, validity, and reliability in school-age children and adolescents.Materials and Methods: A total of 139 children and adolescents aged 8-18 years were reached. A total of 126 participants completed the HSC scale. In line with the original version, one-factor, three-factor, and bifactor models were tested for the Turkish sample. “Negative emotionality”, “effortful control”, “perceptual sensitivity”, “behavioral inhibition”, “behavioral activation system”, “negative affect”, and “positive affect” scales were used to test validity.Results: Confirmatory factor analysis showed that the one-factor structure was incompatible with the data, whereas the bifactor model was rejected. The three-factor model was considered the most compatible with the data. The reliability values of the scale were found to be acceptable, except for the aesthetic sensitivity (AES) subscale. Cronbach’s alpha values were 0.68 for the 5-item “ease of excitation” subscale, 0.43 for the 4-item AES subscale, 0.63 for the 3-item “low sensory threshold” subscale, and 0.64 for the 12-item HSC scale. The correlations of HSC and its subscales with similar temperament traits were in the expected directions pointing to the convergent validity of the scale. A significant percentage of variances in HSC and its subscales were not explained by the similar scales examined, indicating the discriminant validity of the scale.Conclusion: This study found that the Turkish adaptation of the HSC scale was psychometrically adequate.
Journal Article