Standardized Assessment Instruments Research Articles

Compare the clinical efficacy and side effects of implant (JADELLE) and IUCD (COPPER T)

This study aims to compare the performance and side effects of the subdermal implant JADELLE and intrauterine contraceptive device Copper-T as long-acting reversible contraceptive methods. The study design involved a comparative analysis of Jadelle and Copper-T contraceptives, assessing clinical performance and side effects. Sample data from 336 participants was collected using stratified random sampling, with standardized instruments for demographic information, clinical assessment, and contraceptive side effects. Inclusion criteria were reproductive-age multipara women, while exclusion criteria included primary para, preexisting medical disorders, nullipara, and other contraceptive use. Ethical guidelines were followed, ensuring informed consent, privacy, and the right to withdraw. Statistical analysis employed descriptive statistics, chi-square test, independent samples t-test, and Kaplan-Meier survival analysis. SPSS (version 23.0) was used for analysis. The comparison between Group A (Jadelle) and Group B (Copper-T) reveals interesting findings. Group A has a higher mean age, but no significant differences in parity, blood pressure, or weight. Group B has more total and ongoing pregnancies. Group A experiences higher prevalence of side effects, including expulsion, infection, severe menstrual changes, pain or discomfort, and mood swings. Blood parameters show no significant differences. Variations exist in follow-up rates, informed consent, and privacy maintenance.

A systematic review of measurement uncertainty visualizations in the context of standardized assessments.

This systematic review summarized findings of 29 studies evaluating visual presentation formats appropriate for communicating measurement uncertainty associated with standardized clinical assessment instruments. Studies were identified through systematic searches of multiple databases (Medline, Embase, PsycInfo, ERIC, Scopus, and Web of Science). Strikingly, we found no studies which were conducted using samples of clinicians and included clinical decision-making scenarios. Included studies did however find that providing participants with information about measurement uncertainty may increase awareness of uncertainty and promote more optimal decision making. Formats which visualize the shape of the underlying probability distribution were found to promote more accurate probability estimation and appropriate interpretations of the underlying probability distribution shape. However, participants in the included studies did not seem to benefit from the additional information provided by such plots during decision-making tasks. Further explorations into how presentations of measurement uncertainty impact clinical decision making are needed to examine whether findings of the included studies generalize to clinician populations. This review provides an important overview of pitfalls associated with formats commonly used to communicate measurement uncertainty in clinical assessment instruments, and a potential starting point for further explorations into promising alternatives. Finally, our review offers specific recommendations on how remaining research questions might be addressed.

Development and Validation of Standardized Quality of Life Measures for Persons with IDD.

The implications of the individual quality of life (QoL) model of Schalock and Verdugo have made it the most cited QoL model in the field of disability. The QoL model is understood as a conceptual and applied framework for action that allows the materialization of the rights of persons with disabilities through the multidimensional assessment of these persons using QoL indicators, and the development of actions guided by these values and supported by evidence. The purpose of this work is to present the foundations of this model and offer a step-by-step guide to developing standardized QoL assessment instruments and providing evidence that supports their use to implement the model in practice. This paper explores relevant topics such as: (a) the need to identify critical population groups and contexts; (b) the identification of QoL indicators for said groups and contexts; (c) the development of items focused on the assessment of personal outcomes; (d) provision to the items of validity evidence based on content and pilot measure design and (e) validation process to gather evidence that supports the uses of the instrument. Last, a framework that allows using the evidence on personal outcomes as disaggregated and aggregated data at different levels of the social system is presented, thus highlighting the role of the model as a change agent regarding individuals, organizations and schools, and public policy.

Introduction to the Special Issue

Introduction to the Special Issue

The Influence of Madrasah Head Transformational Leadership, Teacher Work Discipline, Teacher Work Motivation on Aliyah Madrasah Teacher Performance in Banjarmasin

This study aims to find out the description of the madrasah head leadership, teacher work discipline, teacher work motivation and teacher performance, as well as analyze the direct and indirect influence of the madrasah head transformational leadership, teacher work discipline, teacher work motivation and teacher performance at Madrasah Aliyah in the City of Banjarmasin. This research uses a quantitative approach with descriptive methods. The study population consisted of 149 PNS teachers and 109 PNS teachers as samples using the Simple Proportionate Random Sampling technique. Data collection instruments using questionnaires and documentation. The questionnaire consists of the transformational leadership of madrasah heads (34), teacher work discipline (15), teacher work motivation (35) who have met the validity and reliability test requirements. While the teacher performance variable is obtained through documentation, namely the results of the standard teacher performance assessment instrument. Data analysis to test the hypothesis using path analysis (path analysis). The results of the study show (1) the description of the transformational leadership of madrasah head is in the very high classification, the work discipline of the teachers is in the very high classification, the work motivation of the teachers is in the very high classification, the performance of the teachers is mostly in the good classification, (2) there is a direct effect: the transformational leadership of the madrasa head on teacher performance; teacher work discipline on teacher performance; teacher's work motivation on teacher performance; the transformational leadership of the madrasa head towards teacher work discipline; madrasah head transformational leadership on teacher work motivation; and (3) there is an indirect effect: the transformational leadership of the madrasa head on teacher performance through teacher work discipline; madrasa head transformational leadership on teacher performance through teacher work motivation. Teacher performance must be further improved by increasing work motivation and work discipline as one of the efforts.

Intervenção educativa em um estudante com deficiência intelectual, visual, auditiva e motora

ABSTRACT This paper presents the design, implementation and evaluation of an educational intervention program for a student with a diagnosis of severe hearing loss, congenital blindness and intellectual and motor disability. The aim of the intervention is to improve the child’s connection with the environment and to work on anticipating events in his daily life. For that purpose, three areas of development are mainly worked: adaptive, motor and cognitive. The results obtained in pretest and posttest evaluation reflect slight improvements in the three areas after the intervention, and therefore, an evolution in the student’s developmental age. Some of the most relevant conclusions are that individualized work with people with multiple disabilities positively influences their development, and that there is a lack of standardized assessment instruments adapted to the characteristics of people with multiple and severe disabilities.

Out-of-Level Cognitive Testing of Children with Special Educational Needs

Abstract: Children with special educational needs in the area of learning (SEN-L) have severe learning disabilities and often exhibit substantial cognitive impairments. Therefore, standard assessment instruments of basic cognitive abilities designed for regular school children are frequently too complex for them and, thus, unable to provide reliable proficiency estimates. The present study evaluated whether out-of-level testing with the German version of the Cognitive Abilities Test using test versions developed for younger age groups might suit the needs of these children. Therefore, N = 511 children with SEN-L and N = 573 low achieving children without SEN-L attending fifth grades in Germany were administered four tests measuring reasoning and verbal comprehension that were designed for fourth graders. The results showed that children with SEN-L exhibited significantly more missing responses than children without SEN-L. Moreover, three of the four tests were still too difficult for them. Importantly, no substantial differential response functioning was found for children with and without SEN-L. Thus, out-of-level testing might represent a feasible strategy to assess basic cognitive functioning in children with SEN-L. However, comparative interpretations would require additional norms or linked test versions that place results from out-of-level tests on a common metric.

Improving physical activity and diet in patients with severe mental disorders: Results from the LIFESTYLE multicentric, real-world randomized controlled trial

Aims of the present study are to test the efficacy of a lifestyle group intervention, compared to a brief psychoeducational intervention, on levels of physical activity and dietary habits in a real-world sample of patients with severe mental disorders. The study, funded by the Italian Ministry of Education, has been carried out in six Italian University psychiatric outpatient units. All patients were randomly assigned to the experimental or control group and were assessed through standardized assessment instruments at baseline and six months after randomization. Of the 401 recruited patients, 43.3% had a diagnosis of bipolar disorder, 29.9% of psychosis and 26.9% of major depression. Patients were mainly female (57%), with a mean age of 45.6±11.8 years. Treated patients have almost 8 times the likelihood to show an increase of the total MET (OR: 8.02; p < .001) and of the walking MET (OR: 7.68; p < .001) and are more likely to increase the weekly consumption of vegetables (OR= 1.98, p < .05) and to reduce that of junk food (OR:0.23; p < .05). The present study support the notion that patients with severe mental disorders can improve their lifestyle behaviours and that, with appropriate support, they can achieve a healthy living.

Pirls-based cognitive assessment instrument: How effective is it for measuring Indonesian language reading literacy in fifth grade?

The Indonesian reading literacy test is a technique for evaluating students’ cognitive reading abilities. However, as of yet, the test questions administered to students are inadequate to assess certain parts of their Indonesian reading literacy. Therefore, the purpose of this study was to develop an adequate and standardized cognitive assessment instrument based on the PIRLS model to measure students' Indonesian reading literacy. The participants in the study were fifth graders from an elementary school, SD Negeri 11, located in Metro City, Lampung Province, Indonesia, with a total of 293 students. This study adopted a research and development design. The results indicated that the cognitive assessment instrument based on the PIRLS paradigm that was developed to measure Indonesian reading literacy in fifth graders delivered adequate and standardized items

Unequal home literacy environments between preschool-age boys and girls predict unequal language and preliteracy outcomes

A favorable home literacy environment for preschool-aged children is related to higher language and preliteracy skills, which, in turn, predict later literacy skills and broader life outcomes. The quality of the home literacy environment is associated with socioeconomic indicators, but some previous research has indicated that also gender differences—favoring girls—exist in children's home literacy environments. The purpose of the present study was to examine gender differences on a range of aspects of home literacy environments provided to 8469 preschool-aged children in Denmark and to determine whether gender differences in home literacy environments mediate relations of gender to language and preliteracy outcomes. Home literacy environment data came from parent-completed questionnaires; child outcome data were obtained using a standardized assessment instrument. The results showed that the home literacy environment provided to boys is poorer on average than that provided to girls. Path models showed that the quality of the home literacy environment significantly mediated the relation of gender to language and preliteracy outcomes, but gender was still significantly directly related to outcomes. Moreover, relations of maternal education and language minority background to language and preliteracy outcomes were mediated by the quality of the home literacy environment. The results suggest that family and healthcare professionals should emphasize to parents the importance of a stimulating home literacy environment for boys and girls alike.

Improving assessment and progress monitoring in alcohol use disorder: An implementation evaluation of the instant assessment and personalised feedback system (iAx)

BackgroundWhen treating patients with alcohol use disorder (AUD), best practice guidelines recommend the use of standardised assessment instruments to obtain reliable information about psychological symptoms and functioning to inform treatment. Due to time constraints and administrative burden, many mental health practitioners do not routinely use standardised assessments. To overcome these barriers, an instant assessment and feedback system (iAx) was developed that electronically administers standardised instruments. Responses are instantly scored and benchmarked against clinical norms for immediate interpretation. This allows for timely assessment and feedback. The aim of this study was to evaluate the implementation of the iAx system at a specialist alcohol and drug outpatient unit in a public hospital. MethodsBaseline (pre-iAx implementation; paper-and-pencil assessments) and follow-up (post-iAx implementation) clinical audits collated records from 313 patients with AUD across 2,616 treatment sessions. Multilevel modelling was used to determine if use of standardised instruments increased post-iAx implementation. ResultsPost-iAx implementation, there was a significant increase in the probability of using standardised assessments during the initial assessment and throughout treatment (ps < 0.001). Specifically, the use of standardised assessments to inform initial assessment of patients increased from 51% to 89%, and progress monitoring of symptoms increased from 28% to 84%. A significant increase in treatment completion rates was also observed post-iAx implementation (from 15.6% to 32.4%). Psychologists and patients also provided feedback on iAx acceptability, appropriateness and feasibility. ConclusionsThis study found support for the successful implementation of an electronic, theory-driven iAx system to improve assessment practices with patients with AUD in routine clinical settings.

Pain Assessment and Management of Neurologic Impairments by Pediatric Physical Therapists; A Cross-Sectional Survey

Background: Physical therapists indicated the use of standardized pain assessment instruments like subjective measures, self-reported scales, behavioral and physiological measures to assess pain in children with neurological impairments. Indicators such as diminished attention, retreat, and changes in sleeping and feeding patterns were also reported along with facial expression, sobbing, and vocalizations. Therapists' perspectives on behavioral pain expressions may be significantly different from the perspectives of the children's parents or caregivers. Objective: To determine the methods of pain assessment and management for children with neurologic impairments used by pediatric physical therapists. Methods: A cross-sectional survey in which the data was collected from different public hospitals in Faisalabad, Pakistan. Convenient sampling was applied to recruit physiotherapists for this study and data was gathered through a structured questionnaire after taking their written informed consent. Results: Frequently used behaviors included facial expression, vocalizations, and irritability. Cues that were rarely used included changes in sleeping, withdrawal, eating behaviors, and decreased attention. Physiotherapists prefer to use pain interventions that were supported by research like praise and distraction as well as distress-producing potentially harmful measures such as reassurance and procedural talk. About 84% percent of the respondents used subjective measures to assess pain, 60% used self-report scales, and 32% used behavioral and physiological measures. The results regarding procedural explanation showed that 41.1% of physiotherapists had very often done procedural explanation and 58.9% had often done it. Conclusion: A well-structured practice pattern of pain assessment and treatment of neurologic deficits was observed among pediatric physical therapists. Praise, distraction, and procedural explanation were often used to ease discomfort and pain while doing physiotherapy treatment sessions. Overt signs such as vocalizations, weeping and facial expressions were used to measure pain more often than subtle markers such as lower attention, disengagement, and disturbed sleep and feeding habits.

Environmental Literacy Profile Analysis of Middle School Students in Science Learning

Background: This paper aims to obtain an overview of students' environmental literacy. This research was conducted in Purwakarta Regency, one of the central industrial areas in West Java. Measurement of scientific literacy profile by adapting the standard assessment instrument of the Middle School Environmental Literacy Survey (MSELS). Methods: The test instruments that have been developed cover several aspects of environmental literacy, including knowledge, cognitive skills, environmentally conscious attitudes, and environmentally responsible behavior. The sample used was 100 students from three public high schools in Purwakarta district. The test instruments that have been developed cover several aspects of environmental literacy, including knowledge, cognitive skills, environmentally conscious attitudes, and environmentally responsible behavior. In addition to tests, interviews were also conducted to assist researchers in supporting the data that had been obtained. Results: The research shows that the results of the calculation of the average value of environmental literacy show that students' environmental literacy is at 45%, which is in the sufficient criteria. If it is narrowed down to environmental literacy indicators, we get different average values, namely ecological knowledge of 7.91% (sufficient criteria), cognitive skills of 6.05% (less criteria), environmental awareness of 67.08% (good criteria,) and environmentally responsible behavior of 77.89% (good criteria). Keywords : environmental literacy; environmental knowledge; attitude towards the environment; environmentally responsible behavior; (MSELS)

Longitudinal analysis of aging in place at TigerPlace: Resident function and well-being

This paper reports on a longitudinal eight-year analysis (2011–2019) of trajectory of function and well-being residents of TigerPlace Aging in Place (AIP) model of care. Residents were routinely assessed using standard health assessment instruments. Average scores from each measure were examined for changes or trends in resident function; decline over time was calculated. Scores for depression, mental health subscale Short Form Health Survey-12 (SF-12) remained stable over time. Mini Mental State Exam declined to mild dementia range (21–24). Physical measures SF-12 physical health subscale, ADLs, and IADLs declined slightly, while fall risk increased over time. When yearly trends in AIP were modeled with a referent group there was no significant worsening of functioning. The length of stay for TigerPlace residents continued to remain stable at nearly 30 months. Residents maintained function in the environment of their choice longer at cost less than nursing homes, and just above residential care cost.

Dynamic geometry tasks in standardized assessment – analysis of solution processes and consequences for practice

The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software. In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic geometry software was investigated. The sample consisted of 101 8th graders and was used to evaluate how students actually interact with the embedded dynamic geometry software. We focused especially on investigating relationships between successfully solving such tasks (evaluated automatically or categorized qualitatively by a human rater) and process data collected during the testing. A multiple linear regression analysis was conducted to identify relevant predictors for success within one dynamic geometry task. On this basis, possible adjustments are discussed so as to enhance the standardization and accessibility of tasks within dynamic geometry systems.

Violence, runaway, and suicide attempts among people living with schizophrenia in China: Prevalence and correlates.

BackgroundPeople living with schizophrenia are at higher risk of disruptive behaviors, including violence, running away from home, and suicide attempts, which often co-occur and are highly correlated, yet seldom studied together. The current study investigated the frequency and correlates of disruptive behaviors among a Chinese community sample of individuals living with schizophrenia.MethodsA cross-sectional study was conducted among 400 individuals living with schizophrenia from 12 communities. Data about disruptive behaviors in the past 2 months was collected using self-designed questionnaires. Clinical characteristics including psychiatric symptoms, depression, anxiety, disability, and functioning were collected by internationally standardized assessment instruments.ResultsAbout one-fifth (21%) of the subjects had experienced at least one form of disruptive behavior in the past 2 months. Violence was the most commonly reported (17.25%), which included damaging property (15%) and physical violence toward others (7.5%); followed by running away (6.5%), and suicide attempts (4%). Logistic regression analysis suggested that medication non-adherence (OR = 4.96, 95% CI [1.79–13.72]), involuntary hospital admission (OR = 5.35, 95% CI [2.06–13.87]), depression (OR = 2.34, 95% CI [1.07–5.10]), and lower social functioning (OR = 0.97, 95% CI [0.93–0.99]) were independently associated with a higher risk of disruptive behaviors.ConclusionsThe overlap among three forms of disruptive behaviors warrants them to be assessed and studied together in clinical, research, and policy fields. The significant association between disruptive behaviors with medication non-adherence, involuntary admission, depression, and lower social functioning indicates the need for integrated, targeted, and needs-based intervention programs to be developed for the prevention and treatment of these disruptive behaviors.

Using Technology for the Efficient and Precise Assessment of Cognitive Skills in Countries with Limited Standardized Assessment Instruments: A Report on the Case of Saudi Arabia

In Saudi Arabia, the country’s progress toward appropriate and inclusive education programs for children with disabilities is still evolving. A crucial aspect of this evolution has been the development of a comprehensive assessment battery that covers a broad range of cognitive factors for the diagnosis of neurodevelopment disorders and other types of intellectual atypicalities, including giftedness. The Alif–Ya Assessment Battery consists of 47 subtests based on various theories of intelligence. Alif–Ya capitalizes on advanced technologies to enable its delivery either in person or remotely. Moreover, over half of Alif–Ya’s subtests are adaptive; items are selected for the test takers based on their previous responses. In this paper, we provide an overview of the Alif–Ya Assessment Battery, describe how it was designed to make the best use of the latest and best features of technology for the appropriate and accurate assessment of children and adolescents in the Kingdom of Saudi Arabia via remote or in-person administration, and present initial data collected with the battery.

Impact of COVID-19 related stressors on mental health in junior medical students

Introduction: Concern for mental health consequences in general population world­wide has been apparent since the start of the actual pandemic. Aim of the study was to assess the impact of COVID-19 related stressors on mental health in junior medical students during December 2020 COVID-19 related lockdown. Material and methods: The investigation included 275 second-year medical students aged 19-28 years, from the Faculty of Medicine, Ss. Cyril and Methodius University in Skopje during December 2020. Self-administered questionnaire containing standardized instruments for assessment of parameters of psychological distress (BAI, BDI and PSS) were used. COVID-19 related attitudes questionnaire for assessment of status of COVID-19 testing and infection, self-perceived levels of concerns related to academics [COVID-19-AA (academic apprehensions)] and those related to the self and family/friends [COVID-19-GA (general apprehensions)] were included. Results: The prevalence of anxiety, depression and stress was 74.9%, 43.3% and 78.9%, respectively. Almost 29% of students reported high anxiety, 6.2% had severe depression and 21.45% reported high levels of perceived stress. There was a significant positive correlation between COVID-19 GA score and BAI, BDI и PSS scores (p&lt;0.05). Correlations between the COVID-19 AA scores and scores on BAI, BDI and PSS scales were also statistically significant (p=0.0000). Academic apprehension was found a predictive factor for high anxiety, depression and high stress (R2 = .12, F (1,273) = 38.79, p &lt; .001. β = 1.12, p &lt; .001). Conclusion: General and academic apprehension related to COVID-19 have negative effects on mental wellbeing in second year medical students.

A review of audiovisual telemedicine utilization and satisfaction assessment during the COVID-19 pandemic.

The use of telemedicine has broadened as technology that both restores continuity of care during disruptions in healthcare delivery and routinely provides primary care alone or in combination with in-person care. During the Covid-19 outbreak, the use of telemedicine as a routine care modality further accelerated. A review of scientific studies that used telemedicine to provide care from December 2019 to December 2020 is presented. From an initial set of 2,191 articles, 36 studies are analyzed. Evidence is organized and evaluated according to the country of study, the clinical specialty, the technology platform used, and satisfaction and utilization outcomes. Thirty-one studies reported high patient satisfaction scores. Eight studies reported satisfaction from both providers and patients with no uniformly accepted assessment instrument. Eight studies conducted a descriptive analysis of telemedicine use and patient adoption patterns. Less than one-third of studies were controlled before/after studies. Most studies were conducted in the USA followed by Europe. Reported satisfaction rates are high, consistent with previously documented research, whereas utilization rates increased significantly compared with the prepandemic period. Future work in developing standardized uniform assessment instruments, embedded with each telemedicine system, would increase versatility and agility in the assessment, boosting statistical power and the interpretation of results.

Scientific Attitude Assessment Instruments Using Self-Assessment in Project-Based Learning Development

Scientific attitude is very important in learning activities. In addition, one of the learning objectives stated that students must have character. Students must be able to solve problems scientifically to form a good character or attitude. Such learning can be realized by using contextual learning such as project-based learning, as well as using standard scientific attitude assessment instruments. However, this affective assessment has been less emphasized. Most educators prioritize cognitive aspects in their assessment activities. For this reason, it is necessary to develop a scientific attitude assessment using self &amp; peer assessment in project-based learning. This research is a kind of R&amp;D research that used the ADDIE development model. The purpose of this study is to analyze the validity of the instrument, the practicality of the instrument, and the effectiveness of the developed scientific attitude assessment instrument by using self &amp; peer assessment in project-based learning. The sample used in this study was class VII A and B SMP N 04 Lambu Kibang totaling 48 students. The lesson taught was about environmental pollution. The results of the validity of the instrument analyzed using the CVR obtained 0.9. This means that the instrument validity was good. The results of the instrument's effectiveness can be seen from the scientific attitude that has excellent criteria. The assessment used in this study was only self-assessment because of the limited learning activities due to the COVID-19 pandemic. The first learning step is having a scientific attitude of critical thinking, responsibility, and care for the environment. The second is having curiosity, perseverance, and responsibility. The third is having curiosity, critical thinking, and being objective. In the fourth learning step, the scientific attitudes that have excellent criteria are the attitude of being curious, objective, and persevering. The fifth learning step is being disciplined, caring for the environment, and having a critical thinking attitude. The sixth is an attitude of curiosity, perseverance, and responsibility.