Use Of Assessment Instruments Research Articles

Evaluation Proposal for School Teaching and Learning

Objective: This work aims to present a proposal for an evaluation method, entitled: Cycle of Autonomous Learning Evaluation (Caaa). Theoretical Framework: The use of assessment instruments in schools as a genuine assessment and the low level of student learning in Brazil exposes the emerging need to rethink the assessment practices that are carried out, since in order to raise their learning to a higher and better quality, it is essential to qualify the means that give access to it. Method: In order to construct this study, we immersed ourselves in educational theory relating to learning assessment in the school context and active teaching practices, as well as in the documents that underpin Brazilian education and what they guide in terms of learning assessment. Results and Discussion: The studies carried out resulted in the development of the assessment method: Cycle of Autonomous Assessment of Learning (Caaa). Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the Cycle of Autonomous Assessment for Learning (Caaa) can be applied or influence practices in the field of education. Originality/Value: This work contributes to the development of the praxis of school learning assessment in Brazil.

Enhancing Teacher Quality: The Role of Digitalization in Transforming Educational Supervision

This research aims to develop a system-based academic supervision model to address specific inefficiencies in the supervision process, such as logistical challenges and resource limitations. The purpose of this research is to develop a system-based academic supervision model in overcoming the ineffectiveness of the academic supervision process. The method in this research is development research using the Borg and Gall model which consists of 10 steps of product development from preliminary research to product dissemination . The research subjects were teachers and school supervisors in Salatiga City, especially in elementary schools consisting of public and private schools. The selection of subjects is based on subjects with criteria, namely subjects who play an active role in the academic supervision process and have experience in academic supervision at school. The instruments in this study were observation guidelines, interview guidelines, user perception questionnaire, and product trial questionnaire. The research instruments have been validated by expert validators and meet the criteria of valid and reliable. The results showed that the development of the Management Information System for academic supervision of the Borg and Gall model resulted in a product that met the criteria of valid, effective and practical for academic supervision. The research findings show that using the academic supervision system makes it easier for supervisors and teachers to carry out the academic supervision process. In addition, the efficiency of supervision becomes better, because it can overcome the distance and the limited number of supervisors to the number of schools whose ratio is not balanced.In addition, the use of an academic supervision system speeds up the supervision process, simplifies the use of assessment instruments, and is practically used flexibly.

Which Comprehensive Geriatric Assessment (CGA) instruments are currently used in Germany: a survey

BackgroundThe Comprehensive Geriatric Assessment (CGA) records geriatric syndromes in a standardized manner, allowing individualized treatment tailored to the patient’s needs and resources. Its use has shown a beneficial effect on the functional outcome and survival of geriatric patients. A recently published German S1 guideline for level 2 CGA provides recommendations for the use of a broad variety of different assessment instruments for each geriatric syndrome. However, the actual use of assessment instruments in routine geriatric clinical practice and its consistency with the guideline and the current state of literature has not been investigated to date.MethodsAn online survey was developed by an expert group of geriatricians and sent to all licenced geriatricians (n = 569) within Germany. The survey included the following geriatric syndromes: motor function and self-help capability, cognition, depression, pain, dysphagia and nutrition, social status and comorbidity, pressure ulcers, language and speech, delirium, and frailty. Respondents were asked to report which geriatric assessment instruments are used to assess the respective syndromes.ResultsA total of 122 clinicians participated in the survey (response rate: 21%); after data cleaning, 76 data sets remained for analysis. All participants regularly used assessment instruments in the following categories: motor function, self-help capability, cognition, depression, and pain. The most frequently used instruments in these categories were the Timed Up and Go (TUG), the Barthel Index (BI), the Mini Mental State Examination (MMSE), the Geriatric Depression Scale (GDS), and the Visual Analogue Scale (VAS). Limited or heterogenous assessments are used in the following categories: delirium, frailty and social status.ConclusionsOur results show that the assessment of motor function, self-help capability, cognition, depression, pain, and dysphagia and nutrition is consistent with the recommendations of the S1 guideline for level 2 CGA. Instruments recommended for more frequent use include the Short Physical Performance Battery (SPPB), the Montreal Cognitive Assessment (MoCA), and the WHO-5 (depression). There is a particular need for standardized assessment of delirium, frailty and social status. The harmonization of assessment instruments throughout geriatric departments shall enable more effective treatment and prevention of age-related diseases and syndromes.

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.

Addressing ADL ability in people with poststroke cognitive impairments: A Danish survey of clinical practice

Background In Denmark, stroke represents a leading disability cause. While people with difficulties in performing activities of daily living (ADL) due to poststroke cognitive impairments are often referred to occupational therapy, limited knowledge is available on the nature of these services. Aim/Objective To explore how Danish occupational therapists describe their practice when addressing decreased ADL ability in people with poststroke cognitive impairments in hospital and municipality settings. Material and Methods National, cross-sectorial, web-based public survey. Results 244 occupational therapists accessed the survey; 172 were included in the analysis. Most respondents could indicate the theory guiding their reasoning; half used standardised assessments. Regarding intervention, restorative and acquisitional models were preferred; specific strategies were identified. Intensity: 30-45 min 3-4 times/week in hospitals; 30-60 min 1-2 times/week in municipalities. Conclusions Therapists report to be guided by theory in their reasoning. Standardised assessments are used to a higher extend than previously reported. Still, the results invite critical reflections on correct use of assessment instruments, content and intensity of interventions, and how therapists keep themselves updated. Significance The results document the need for practice improvements and may inform the definition of standard care in future trials.

Developing a second language listening and speaking assessment instrument for Use in student-led seminars in a chinese middle school english language acquisition class

L2 speaking and listening practice typically involves inauthentic highly scripted learning experiences that are not reflected in real-world contexts. Seminars represent an unscripted authentic learning experience preparing students for future college courses and public discourse. Using an action research design, we developed a listening and speaking assessment instrument for L2 students to be implemented in student-led seminar discussions. The assessment instrument also served as a method of feedforward. Our results indicate an increase in student engagement across the seminar sessions. This was demonstrated by corresponding increases in the number of contributions, number of times students initiated dialogue, and positive listening indicators. Limitations in our assessment instrument were identified but the positive outcomes in increasing student participation and engagement justify further development of this instrument.

Organizational and occupational psychology: practice and use of assessment instruments and psychological testing

Organizational and occupational psychology: practice and use of assessment instruments and psychological testing

Psychometric Properties of the Wake Forest Physician Trust Scale with Older Adults

Background: Trust is an integral part of the patient–physician relationship. None of the current measures of patient–physician trust has been validated with a sample of older adults. Age-appropriate samples are needed to support the use of assessment instruments and accurate interpretation of assessment results. The purpose of the study was to examine the psychometric properties of the Wake Forest Physician Trust Scale (WFPTS) with a sample of older adults. Methods: Internal consistency and convergent and discriminant validity evidence were examined. One hundred and sixty-one English-speaking, community-dwelling older adults participated. Results: Reliability evidence is strong based on coefficient alpha and average inter-item correlations. Convergent validity evidence is strong, with significant, moderate to strong correlations with measures of related constructs. Discriminant validity evidence is strong. Discussion: The results of this study provide support for the psychometric properties of the WFPTS with older adults. Future directions for research with this instrument are discussed.

Measuring HL in adolescent students: a preliminary report on the development of a task- and skills-based assessment instrument for use in educational settings

Health Literacy (HL) refers to personal competencies for accessing, understanding, appraising, and applying health-relevant information in order to make sound decisions in everyday life that promote the prevention of bad and maintenance of good health. Schools are seen as promising intervention settings for promoting these skills in adolescents. School testing that reflects health-related tasks that students need to complete in daily life stands the best chance of promoting growth in HL. Testing can facilitate the transfer of learning, i.e. the application of previous learning in the solution of novel problems in different contexts. This study presents a newly developed performance-based instrument for the measurement of HL knowledge and skills in adolescents in a school-based context, as well as the results of a validation study. The instrument aims to measure adolescents’ generic HL and takes account of competency-based principles of education. The results of the validation study prove the reliability, measured by Cronbach’s alpha, and construct validity (expert panel and factor analysis) of the newly designed instrument. The study also demonstrates that the instrument can distinguish between weaker and stronger students.

Pengembangan Instrumen Penilaian Karakter Inisiatif Belajar Siswa Pasca Pandemi di SMA Negeri 2 Binjai

The objectives of this study were to (1) develop a valid student learning initiative character assessment instrument for use in high school, (2) develop a practical student learning initiative character assessment instrument for use in high school (3) analyze the validity and practicality of the learning initiative character assessment instrument. developed for use in high school. The study used the Research and Development (RnD) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The population in this study were students of class XI SMA Negeri 2 Binjai. The sample used is class XI PMS 1,2,3,4,5,6,7 and class XI PIS 1,2,3,4,5 totaling 17 people for each class. The sampling technique used is simple random sampling with the Slovin formula. The results obtained are products in the form of a character assessment instrument for student learning initiatives with the type of observation sheet for teacher assessment and a situational judgment test for student self-assessment. The items on the observation sheet were declared valid by experts with a score of 85%, and reliable with reliability > 0.7. Likewise with the situational test, the item is declared valid and reliable with Product Moment values > 0.138 and α-Cronbach > 0.813. Both instruments are also declared practical based on the value of practicality > 90%. Based on the results and discussion, it can be concluded that the character assessment instrument developed is feasible to be used in assessing the character quality of student learning initiatives in high school.

Development of Physics Learning Assessment Instrument in Project-Based Learning Model to Improve 4C Skills

The objectives of this study were 1) to produce a physics learning assessment instrument in the PjBL model to improve students' 4C skills with valid criteria, 2) to test the practicality of the physics learning assessment instrument in the PjBL model to improve students' 4C skills. This type of research is research and development using the ADDIE model which consists of the analyze stage, design stage, and is limited to the develop stage. The object of research is the physics learning assessment instrument in the PjBL model to improve 4C skills. The data collection instruments used are validation sheets, practicality test sheets for educators and students. The data analysis technique used is validity analysis and practicality analysis of the use of assessment instruments. Based on the data analysis that has been done, two research results can be stated. First, the average value of the validity of the PjBL model assessment instrument is 0.85 valid criteria. Second, the average value of the practicality test of the PjBL model assessment instrument for educators and students is 90.00% and 86.15%, respectively, very practical criteria.

Multiple stories: Collaborative and generative possibilities for psychological evaluation

AbstractThis paper explores a collaborative generative approach to psychological assessment employed in Puerto Rico, with children, adolescents, and adults. It begins with a critical reflection on how the dominant discourse of mental health, founded in the suppositions and practices of Euro‐American‐centred psychological knowledge, has been disseminated to the globalise south under the claim that its assertions are unaffected by social, ideological, or historical forces. It discusses how its claims of expert scientific knowledge have contributed, through classificatory instruments such as the DSM and the ICD, to the production and re‐production of deficit narratives in our day‐to‐day life. It also examines how these practices have been applied in the use of assessment instruments in Puerto Rico. It then describes, how, through a collaborative approach and narrative theory, the established colonising practices and narratives of traditional forms of psychological assessment can be questioned, deconstructed, and transformed. This approach promotes the co‐creation of dialogic and generative spaces that allow for the emergence of multiple stories and performances that give meaning to a person's identity and relational being. A brief clinical case exposition is used to illustrate how this collaborative, dialogic, and culturally sensitive approach to psychological assessment can help to undermine and disrupt deficit‐based narratives and provide families with new generative possibilities for re‐storying and re‐performing their lives and particularly, the lives of their children.

Assessment Instruments of Caring Attitudes and Science Knowledge Competencies IV Grade Elementary School Student

The attitude of students' concern for the surrounding environment is still relatively low, this is due to the lack of use of assessment instruments in assessing student attitudes. The purpose of this study is to analyses the design and tests the feasibility of the instrument of caring attitude and science knowledge competence. This research belongs to the type of development research, using the ADDIE development model. The subjects involved in this study were 2 lecturers and 3 fourth grade elementary school teachers. Data was collected using field study, observation, questionnaire, and test methods. The data obtained in the study were then analyzed by testing the validity and reliability of the instrument. The results of data analysis showed that the validation obtained an average percentage for the content aspect of 76.67% (adequate), the aspect of the social science technology model 80% (adequate), the format aspect 82% (very feasible), the language aspect 93% (very feasible) and 82% presentation aspect (very decent). Furthermore, the reliability test showed the results of the reliability coefficient values ​​for the test instrument and the questionnaire instrument were 0.893 and 0.939, respectively. This value is in the range of 0.80 < r 1.00, this shows that the reliability of the two instruments used in this study is very high. Based on these results, it can be concluded that the assessment instrument for caring attitudes and science knowledge competencies are valid and reliable category so that it is very feasible to be developed and used in the learning process.

The honest attitude of fifth-grade students in thematic learning: Research for the development of an assessment instrument

The goal of this study was to develop a reliable honest attitude assessment instrument for use with students. The Borg and Gall stages were adopted in this research and development. Seven elementary schools in the Pagelaran Subdistrict, Lampung Province, Indonesia that had adopted the 2013 Curriculum made up the population, whereas one school was randomly selected for the research sample. Data were collected via interviews, questionnaires, observation sheets, and documents, in which the collected data were analysed both qualitatively and quantitatively. The results show that the honest attitude assessment instrument created is of a very good quality. The increasing average score served as evidence for this. The average value of the two expert validations was evaluated, and the results were 3.75, which were rated as very good.

Measuring the Impact of Food Immunotherapy on Health-Related Quality of Life in Clinical Trials.

Food allergy is a common, and often lifelong, disorder with considerable negative impact on the quality of life of those affected and their families. While several promising immunotherapies for food allergy have either been approved or are in late-phase clinical trials based on demonstrated effectiveness at inducing desensitization, evidence of benefit in terms of improving patient-centered outcomes is inconsistent. Historically, health-related quality of life has not been prioritized as an endpoint in food immunotherapy trials and, even when included, findings have been undermined by methodological limitations of the measurement instruments used and issues with data interpretation. This review highlights the importance of measuring health-related quality of life as an endpoint in food immunotherapy trials and discusses the strengths and limitations of available evidence in this regard, with a focus on the appropriate use of assessment instruments and interpretation of findings. There remains much to learn regarding the impact of food immunotherapies on patient wellbeing, both during treatment and over the longer term. Our aim is to assist clinicians, researchers, policy makers and consumers in their interpretation of the existing literature, and to promote greater scientific rigor in the design and selection of outcome measurement frameworks for future studies evaluating the efficacy of immunotherapy treatments for food allergy.

Changes in classroom assessment practices during emergency remote teaching due to COVID-19

ABSTRACT This study explores the effects of the shift to emergency remote teaching on assessment practices due to COVID-19 lockdown. A total of 936 Spanish teachers from all educational levels ranging from early childhood to university participated in this nationwide survey. Four aspects were explored: (1) changes in the use of assessment instruments (e.g. exams); (2) changes in assessment criteria, standards and grading; (3) changes in the delivery of feedback and use of rubrics; and (4) changes in students’ involvement in assessment (i.e. self- and peer assessment). In general, results are mixed, with some areas undergoing certain changes with the aim of adapting to the new situation (e.g. primary education teachers lowering their grading standards), whereas many other assessment practices have remained similar, especially among higher education teachers. Unfortunately, some of the assessment practices have worsened, such as students’ involvement in assessment which has decreased.

Use of assessment instruments in forensic evaluations of criminal responsibility in Norway

ObjectivesAssessment instruments are often used to enhance quality and objectivity in therapeutic and legal settings. We aimed to explore the use of instruments in Norwegian reports of forensic evaluations of criminal responsibility; specifically, whether this use was associated with diagnostic and forensic conclusions.MethodsOur study has an exploratory cross-sectional design. We examined 500 reports filed with the Norwegian Board of Forensic Medicine in 2009–2018 regarding defendants indicted for the most serious violent crimes. The first author coded data from all reports according to a registration form developed for this study. Two co-authors then coded a random sample of 50 reports, and inter-rater reliability measures were calculated. The first author coded 41 reports for calculation of intra-rater reliability. Descriptive statistics are presented for the use of assessment instruments, and a generalized linear mixed model (GLMM) was used to estimate associations between the use of instruments and diagnostic and forensic conclusions.ResultsInstruments were used in 50.0% of reports. The Wechler’s Adult Intelligence Scale (WAIS), Historical Clinical Risk-20 (HCR-20), and the Structured Clinical Interview for DSM disorders (SCID I), were used in 15.8, 13.8, and 9.0% of reports, respectively. The use of instruments increased from 36% in 2009 to 58% in 2015; then decreased to 49% in 2018. Teams of two experts wrote 98.0% of reports, and 43.4% of these teams comprised two psychiatrists. In 20.0% of reports, the diagnostic conclusion was schizophrenia, and in 8.8% it was other psychotic disorders. A conclusion of criminal irresponsibility was given in 25.8% of reports. Instruments were more often used in reports written by teams that comprised both a psychiatrist and a psychologist, compared to reports by two psychiatrists. The use of instruments was strongly associated with both diagnostic and forensic conclusions.ConclusionInstruments were used in 50% of reports on forensic evaluations of criminal responsibility in Norway, and their use increased during the study period. Use of instruments was associated with diagnostic and forensic conclusions.

Validação do Ludic-Quest à ludicidade de jogos na saúde: jogabilidade e emoções em campo

ABSTRACT Objective: to validate Ludic-quest construct and reliability to assess game playfulness, through latent factors in gameplay, perception of learning and emotions in the game. Methods: a cross-sectional study to validate the instrument’s psychometric properties. 247 people responded to the questionnaire after a match in the game Violetas. Exploratory Factor Analysis, using KMO (>0.7), Bertlett (p=0.005), Varimax and factor loading (>0.6). Reliability by Cronbach’s alpha (>0.6). Results: in gameplay/learning, KMO=0.859, Bertlett significant. The eigenvalue indicated four factors (reflections; immersion; challenges; aesthetics), 10 retained variables. In the factor analysis of emotions: KMO=0.817; Bartlett p=0.000. Extraction of four factors (pleasure; ostraenie; tension; fun), 10 retained variables. The 20 validated variables contain reliability (Cronbach’s alpha=0.716). Conclusions: the eight validated factors centralize playfulness in health game production, composing a reliable playfulness assessment instrument for use in research.

Content Validation for an Emergency Department Fall Risk Assessment Instrument.

There are many falls risk assessment tools available for inpatient use; however, few have been validated for the emergency department population. The purpose of this study was to develop a valid instrument to capture fall risk specific to that population. Using clinical expertise and evidence from the literature, the Hurwitz Fall Risk Assessment Instrument was developed. Seven clinicians with expertise in the area of fall prevention were then recruited to serve as expert content reviewers. The content validity index was used to determine consensus of relevance for specific items and the overall scale. Two rounds of rigorous review yielded a scale content validity index universal agreement calculation of 1, indicating that all items were evaluated as relevant and appropriate for inclusion in an instrument designed to address the unique attributes of emergency department patients. This study establishes scale content validation for the Hurwitz Fall Risk Assessment Instrument for use in the emergency department population.

Care of frail and older adults: A content analysis of paramedic operational clinical practice guidelines

IntroductionFrailty rates are increasing with population ageing. In paramedicine, Clinical Practice Guidelines (CPGs) are essential documents that support decision making, yet little evidence exists regarding the support CPGs provide paramedics in the care of frail and older adults. AimTo investigate how CPGs support paramedics’ care of frail and older adults. MethodsCPGs from nine Australasian paramedic services were collected in 2019. Content analysis was used to explore two hundred and thirty-seven individual CPGs for decision support information regarding frail and older adults. ResultsEvidence-based content relating to older adults was sparse compared to paediatric content. Two overarching decision support domains were identified, patient assessment and management. Inconsistent age descriptors were widespread, particularly in pharmacological guidelines. Five service providers’ CPGs contained validated assessment instruments for use with older adults. ConclusionDecision support documentation regarding frail and older adults varies across Australasian paramedic services. Frailty and older adult specific CPGs, and validated assessment instruments suitable to the paramedicine environment could improve paramedic decision making and minimise patient risk. A collaborative approach encompassing service providers and educational institutions is crucial to develop consistent, evidence-based CPGs relevant to older adults.