The purposes of the present research were two-fold. The first purpose was the development of a test construction strategy by which an objective assessment device, based upon the unique goals of moral education within a specific school district, may be developed. The second purpose was the actual development of a psychometrically sound instrument based upon such goals. To accomplish these aims, seven interrelated studies were conducted involving a total of 775 subjects. The rationale for the nature of the test was based upon the assumptions of the direct approach to moral education. These assumptions are that children should learn and exemplify in their behavior certain values that are viewed by the community as essential to adequate socialization. Such values have been indentified by educators of the Salt Lake City School District. Therefore, the goal of measurement was the development of a test that would discriminate students who exemplify these values in their behavior from. those students who do not. The instrument was developed for the assessment of groups to aid curriculum evaluation in moral education. Disclaimers are made regarding the assessment of individuals using the instrument. The reported studies concerning the development of the test include: (1) the intial writing and field testing of the hypothetical dilemmas and alternative solutions used in the test, (2) the revision of the test based upon the field testing, (3) the item analysis and validation procedures, (4) the cross-validation of selected items, (5) an analysis of the content validity of the dilemmas that compose the test, (6) the establishment of the reliability of the test, and (7) an assessment of the effects of socially desirable response sets on test scores. In addition, normative data regarding test scores for each grade tested and a parent group were presented. The instrument developed through these procedures is an objective group test, applicable to grades 5 through 12. A content validity study provided reasonable evidence that the dilemmas that compose the test are logically related to the value goals proposed by district personnel. Studies of the reliability of the test revealed reliability coefficients from .82 (stability) to .92 (internal consistency). The concurrent validity of the test was established by selecting items that discriminated between groups of students who were identified as either exemplary of the district values or non-exemplary of the district values. These items were then successfully cross - validated on an independent sample of similar criterion groups. In addition, two studies related to the effects of socially desirable response sets on test scores were conducted. The limitations of the present research are discussed and suggestions for further research regarding the instrument are made.

Ability tests play an important role in the assessment programs of many schools. However, the inferences about ability made from such tests presume that students understand the tasks they are attempting. Task familiarity can vary by student as well as by format. By design, nonverbal reasoning tests use formats that are intended to be novel. The popularity of nonverbal reasoning tests has increased substantially in recent years because of the increasing number of English-language learner (ELL) students in many U.S. school districts. Nonverbal tests are thought to eliminate the need for language in test items and to reduce cultural content. Formats on these tests are also assumed to be equally novel for all students. However, in at least one large study, researchers found substantial differences between the average performance of ELL and non-ELL Hispanic students on three of the most widely used nonverbal tests. Although these differences might reflect real variation in cognitive development, they may also reflect differences in knowledge of test formats and the testing practices used in U.S. schools. In this study, I hypothesized that the score gaps between ELL and non-ELL students might, in part, be due to differences in test familiarity and that providing directions that include more practice and feedback might attenuate these differences. I drew from the research on universal design, dynamic assessment, and cross-cultural testing to develop three different types of directions with practice items. I then compared the effects of these three types of test directions on students completing a nonverbal figure analogies test. Figure analogies tests are generally among the best measures of reasoning abilities and are known to be quite difficult for young students. All directions were provided using video with English and Spanish audio and minor animations to concretize the instructions. The three types of directions were nonverbal-dynamic directions, verbal-dynamic directions, and a control condition that used standard test directions. The nonverbal-dynamic directions presented four practice problems that sampled the range of items on the test. Oral instructions and feedback were minimal. The verbal-dynamic directions presented the same four practice problems with more in-depth description and feedback. These directions also described useful strategies for solving items. The standard test directions presented two sample problems with minimal instruction and feedback. The sample consisted of 882 students in 40 first- and second-grade classrooms in 8 schools. A hierarchical linear model was used to control for similarity among students nested in classrooms and schools and to account for the assignment of treatment (type of directions) at the classroom level. The model included tests for main effects and interactions among treatment, ELL status, and grade. Results indicated that providing additional practice (the nonverbal-dynamic directions) led to small gains in performance, but that the more extensive set of directions (verbal-dynamic directions) were effective only for high-ability students. Contrary to the hypotheses, there was no interaction of ELL status with treatment. An unexpected finding was that use of teacher-read directions instead of video-based directions led to better performance for second-grade students. I conclude that test directions are an important means for improving test familiarity in young students, but that excessive standardization and lengthening of the directions may hinder performance. I also conclude that the choice of practice items and feedback are crucial considerations in the design of test directions.

This master paper tries to analyse the structure of reading as a complicated multiple process, to reveal its components, to study the aspects of reading evaluation, text formation, the levels of reading comprehension, etc. Reading is one of the most important abilities the man has. At first sight it may seem as a simple and matter-of-course ability, but after studying it thoroughly it becomes clear that it is not true. Not only mechanical decoding of signs (reading), but also reading comprehension is significant to the growing, developing and mature enough personality. The problem of reading comprehension evaluation has been holding the interest of not only foreign, but also Lithuanian educators and researchers who go deep into this problem, try to carry out various investigations for the last decades. There is not much methodological literature about this topic but all the investigations that have been carried out to date are rather important and informative. United standardized test of reading comprehension has not been prepared yet, so teachers of the Lithuanian language try to create them themselves or to adapt tests prepared by others. The preparation of the valid test itself is a very complicated and responsible process that requires many efforts. Certain requirements are brought, so there were attempts to study the principles of the test formation during this research as in detail as possible, to check the reliability of the test in the different stages of its... [to full text]

Impairments in attention are commonly seen in individuals with traumatic brain injury (TBI). While attention assessment measurements have been developed rigorously and utilized frequently in cognitive neurorehabilitation, there is a paucity of auditory attention assessment instruments that are ecologically valid and that assess different subtypes of attention. Yet, deficits in auditory attention can severely limit everyday functioning, negatively impact work and personal relationships and compromise personal safety. The purpose of this study was to develop and to investigate the psychometric properties of a Music-based Attention Assessment (MAA) instrument. The MAA is a multiple choice, melodic contour identification test, designed to assess three different types of auditory attention, including sustained attention, selective attention, and divided attention. The MAA was piloted with patients with TBI (n = 15) and healthy adults (n = 30) separately to evaluate preliminary psychometric properties. Both pilot studies reported that the MAA possessed a very high reliability and appropriate item properties. However, the MAA was revised due to a ceiling effect on mean test scores in the healthy adult group. The revised version of the MAA was administered to healthy adults (n = 165) as well as TBI patients (n= 22) to investigate construct validity, item properties, test reliability, and difference in MAA performance between groups. Here, psychometric validation of the revised version of the MAA is described, and the obtained results reported. Exploratory factor analysis identified five-factor constructs, supporting the different types of attention that underlie the test items of the revised version of the MAA. The factors identified were Sustained-Short, Sustained-Med to Long, Selective-Noise, Selective & Divided, and Divided-Long. After item elimination, the finalized 45-item MAA in relation to the identified five-factor constructs provided evidence of high internal consistencies as computed by split-half reliability coefficients (r = .836) and Cronbach’s alpha (α = .940), indicating homogeneity of test items within each of the five subtest as well as for the total test. As predicted, significant differences were found between the healthy adult and TBI patient samples across the exploratively obtained five-factor constructs of the revised version of the MAA. The MAA performance was significantly better in the healthy adult group than in the TBI patient group, except on the Sustained Attention–Short Subtest, indicating pervasive attention impairments in patients with TBI. The finding also suggests that a basic level of sustained attention to deal with a small amount of auditory information during a limited time might be intact for the patients with TBI who have a moderate to severe level of brain injury. The aggregate findings suggest that the MAA is a valid and reliable measure that provides diagnostic information in regards to the three types of auditory attention deficits frequently observed in patients with TBI. The use of melodic contours in attention assessment is discussed along with limitations of the study and suggestions for future research. The MAA, when used in conjunction with attention assessment instruments in different sensory modalities, would provide a greater level of precision in the attention assessment of patients with TBI, resulting in more symptom specific and individualized rehabilitation and treatment.

A acurácia de uma variável consiste na capacidade de a mesma representar realmente o que ela deveria representar. A definição conceitual de acurácia diagnóstica é baseada no pressuposto de que há uma ampla variedade de diagnósticos possíveis nas situações clínicas além dos diagnósticos que são altamente acurados. O objetivo desta pesquisa foi desenvolver um instrumento para estimar a acurácia de diagnósticos de enfermagem a partir de dados escritos da avaliação de paciente. Tratou-se de estudo quantitativo de desenvolvimento metodológico, realizado em 3 fases: teórica, empírica e analítica. Na fase teórica elaborou-se a definição de acurácia do diagnóstico de enfermagem e os itens do instrumento, submetendo-os a validação de conteúdo e teste piloto; na fase empírica, o instrumento definido na etapa anterior foi aplicado por enfermeiros especialistas em diagnóstico de enfermagem com a finalidade de estimar a validade e a confiabilidade do instrumento na fase analítica. O instrumento elaborado foi denominado de Escala de Acurácia de Diagnóstico de Enfermagem – EADE, e foi estruturado com base no conceito de que a acurácia de um diagnóstico de enfermagem é o julgamento de um avaliador quanto ao grau de relevância, especificidade e coerência das pistas existentes para o diagnóstico. O instrumento ficou composto por 4 itens: Presença de pistas (manifestações dos pacientes que representam indícios, vestígios, sinais, indicações ou características de um diagnóstico de enfermagem - item graduado em “sim"ou “não"); Relevância da pista (propriedade de uma pista de ser importante como indicador de um diagnóstico de enfermagem - item graduado em “alta/moderada" ou “baixa"); Especificidade da pista (propriedade de uma pista de ser própria e distintiva de um diagnóstico de enfermagem - item graduado em “alta/moderada" ou “baixa/nula"); Coerência da pista (propriedade de uma pista de ser consistente com o conjunto das informações disponíveis - item graduado em “alta/moderada" ou “baixa/nula"). Como indicativo de validade da EADE, os dados estatísticos mostram que os 4 itens do instrumento foram importantes para predizer diagnósticos de enfermagem acurados: Pista (OR 1,95 /IC 95% [1,78 ? 2,14], p = 0,000); Relevância (OR 1,73 /IC 95% [1,52 ? 1,98], p = 0,000); Especificidade (OR 2,41 IC 95% [2,11 ? 2,76], p = 0,000); Coerência (OR 3,92 /IC 95% [3,40 ? 4,53], p =0,000). A EADE obteve coeficiente de confiabilidade de Kuder-Richardson de 0,92 e de Hoyt de 0,92, indicando alta confiabilidade. A EADE mostrou boa sensibilidade e especificidade: área sob a curva ROC = 0,79, p = 0,000 e IC 95% [0,78?0,79]. O estudo atual permitiu desenvolver um instrumento para avaliar a acurácia de diagnósticos de enfermagem a partir de dados escritos. A EADE será refinada em estudos futuros / The accuracy of a variable consists of its capacity to actually represent what it was meant to represent. The conceptual definition of diagnosis accuracy is based on the presupposition that there is a wide variety of possible diagnosis in clinical situations, besides those diagnoses that are highly accurate. This research has set out to develop an instrument to estimate the accuracy of nursing diagnoses from the written data of patient evaluation. A quantitative study of methodological development was carried out, in 3 phases: a theoretical, an empirical and an analytical one. In the theoretical phase, the definition of accuracy of nursing diagnosis and the items of the instrument were shaped and subjected to content validation and pilot testing; in the empirical phase, the instrument defined previously was applied by nurses who are specialists in nursing diagnosis, aiming at estimating the validity and reliability of the instrument in the analytical phase. The instrument was named Escala de Acurácia de Diagnóstico de Enfermagem - EADE, and was structured according to the concept that the accuracy of a nursing diagnosis is the judgment of a rater in relation to the degree of relevance, specificity and coherence of the existing cues for the diagnosis. The instrument was made of 4 items: Presence of cues (manifestations of those patients who represent evidences, vestiges, signals, indications or characteristics of a nursing diagnosis - item graded as “yes" or “no"); Relevance of the cue (the property of a cue being important as an indicator of a nursing diagnosis - item graded as “high/moderate" or “low"); Specificity of the cue (the property of a cue being proper and distinctive of a nursing diagnosis - item graded as “high/moderate" or “low/nil"); Coherence of the cue (the property of a clue being consistent with the amount of information available - item graded as “high/moderate" or “low/nil"). As an indicator of the validity of the EADE, the statistic data showed that the 4 items of the instrument were important to predict accurate nursing diagnoses: Cue (OR 1,95 /IC 95% [1,78 ? 2,14], p = 0,000) Relevance (OR 1,73 /IC 95% [1,52 ? 1,98], p = 0,000); Specificity (OR 2,41 IC 95% [2,11 ? 2,76], p = 0,000); Coherence (OR 3,92 /IC 95% [3,40 ? 4,53], p = 0,000). The EADE had the Kuder-Richardson coefficient of reliability of 0.92 and the Hoyt coefficient of 0,92, which indicates high reliability. The EADE showed good sensitivity and specificity: area under curve ROC = 0,79, p = 0.000 and IC 95% [0,78 ? 0,79]. This study has led to the development of an instrument to assess the accuracy of nursing diagnoses from written data. The EADE shall be refined in future studies

A acurácia de uma variável consiste na capacidade de a mesma representar realmente o que ela deveria representar. A definição conceitual de acurácia diagnóstica é baseada no pressuposto de que há uma ampla variedade de diagnósticos possíveis nas situações clínicas além dos diagnósticos que são altamente acurados. O objetivo desta pesquisa foi desenvolver um instrumento para estimar a acurácia de diagnósticos de enfermagem a partir de dados escritos da avaliação de paciente. Tratou-se de estudo quantitativo de desenvolvimento metodológico, realizado em 3 fases: teórica, empírica e analítica. Na fase teórica elaborou-se a definição de acurácia do diagnóstico de enfermagem e os itens do instrumento, submetendo-os a validação de conteúdo e teste piloto; na fase empírica, o instrumento definido na etapa anterior foi aplicado por enfermeiros especialistas em diagnóstico de enfermagem com a finalidade de estimar a validade e a confiabilidade do instrumento na fase analítica. O instrumento elaborado foi denominado de Escala de Acurácia de Diagnóstico de Enfermagem – EADE, e foi estruturado com base no conceito de que a acurácia de um diagnóstico de enfermagem é o julgamento de um avaliador quanto ao grau de relevância, especificidade e coerência das pistas existentes para o diagnóstico. O instrumento ficou composto por 4 itens: Presença de pistas (manifestações dos pacientes que representam indícios, vestígios, sinais, indicações ou características de um diagnóstico de enfermagem - item graduado em “sim”ou “não”); Relevância da pista (propriedade de uma pista de ser importante como indicador de um diagnóstico de enfermagem - item graduado em “alta/moderada” ou “baixa”); Especificidade da pista (propriedade de uma pista de ser própria e distintiva de um diagnóstico de enfermagem - item graduado em “alta/moderada” ou “baixa/nula”); Coerência da pista (propriedade de uma pista de ser consistente com o conjunto das informações disponíveis - item graduado em “alta/moderada” ou “baixa/nula”). Como indicativo de validade da EADE, os dados estatísticos mostram que os 4 itens do instrumento foram importantes para predizer diagnósticos de enfermagem acurados: Pista (OR 1,95 /IC 95% [1,78 ? 2,14], p = 0,000); Relevância (OR 1,73 /IC 95% [1,52 ? 1,98], p = 0,000); Especificidade (OR 2,41 IC 95% [2,11 ? 2,76], p = 0,000); Coerência (OR 3,92 /IC 95% [3,40 ? 4,53], p =0,000). A EADE obteve coeficiente de confiabilidade de Kuder-Richardson de 0,92 e de Hoyt de 0,92, indicando alta confiabilidade. A EADE mostrou boa sensibilidade e especificidade: área sob a curva ROC = 0,79, p = 0,000 e IC 95% [0,78?0,79]. O estudo atual permitiu desenvolver um instrumento para avaliar a acurácia de diagnósticos de enfermagem a partir de dados escritos. A EADE será refinada em estudos futuros / The accuracy of a variable consists of its capacity to actually represent what it was meant to represent. The conceptual definition of diagnosis accuracy is based on the presupposition that there is a wide variety of possible diagnosis in clinical situations, besides those diagnoses that are highly accurate. This research has set out to develop an instrument to estimate the accuracy of nursing diagnoses from the written data of patient evaluation. A quantitative study of methodological development was carried out, in 3 phases: a theoretical, an empirical and an analytical one. In the theoretical phase, the definition of accuracy of nursing diagnosis and the items of the instrument were shaped and subjected to content validation and pilot testing; in the empirical phase, the instrument defined previously was applied by nurses who are specialists in nursing diagnosis, aiming at estimating the validity and reliability of the instrument in the analytical phase. The instrument was named Escala de Acurácia de Diagnóstico de Enfermagem - EADE, and was structured according to the concept that the accuracy of a nursing diagnosis is the judgment of a rater in relation to the degree of relevance, specificity and coherence of the existing cues for the diagnosis. The instrument was made of 4 items: Presence of cues (manifestations of those patients who represent evidences, vestiges, signals, indications or characteristics of a nursing diagnosis - item graded as “yes” or “no”); Relevance of the cue (the property of a cue being important as an indicator of a nursing diagnosis - item graded as “high/moderate” or “low”); Specificity of the cue (the property of a cue being proper and distinctive of a nursing diagnosis - item graded as “high/moderate” or “low/nil”); Coherence of the cue (the property of a clue being consistent with the amount of information available - item graded as “high/moderate” or “low/nil”). As an indicator of the validity of the EADE, the statistic data showed that the 4 items of the instrument were important to predict accurate nursing diagnoses: Cue (OR 1,95 /IC 95% [1,78 ? 2,14], p = 0,000) Relevance (OR 1,73 /IC 95% [1,52 ? 1,98], p = 0,000); Specificity (OR 2,41 IC 95% [2,11 ? 2,76], p = 0,000); Coherence (OR 3,92 /IC 95% [3,40 ? 4,53], p = 0,000). The EADE had the Kuder-Richardson coefficient of reliability of 0.92 and the Hoyt coefficient of 0,92, which indicates high reliability. The EADE showed good sensitivity and specificity: area under curve ROC = 0,79, p = 0.000 and IC 95% [0,78 ? 0,79]. This study has led to the development of an instrument to assess the accuracy of nursing diagnoses from written data. The EADE shall be refined in future studies

Writing apprehension is a writing difficulty that can impair the writing experiences of students. While researchers have proposed many interventions that teachers can implement to assist their students who struggle with writing apprehension, there has not been an instrument that is designed to measure teacher self-efficacy to help these same students. This study created such an instrument, entitled the Self-efficacy to Teach Apprehensive Writers Scale (STAWS), using Tschannen-Moran and Woolfolk Hoy’s (2001) Teacher Sense of Efficacy Scale and Daly and Miller’s (1975) Writing Apprehension Test as model instruments. The new instrument was designed to measure writing instructor self-efficacy to teach their students who struggle with writing apprehension. Results from an exploratory factor analysis indicate that the STAWS represents a two-factor construct, measuring teacher self-efficacy to (a) engage apprehensive writers (α = .80), and (b) identify and meet the needs of apprehensive writers (α = .79). This two-factor solution explains approximately 58% of the variation in responses from instructors of first-year writing. While the instrument still needs to be validated, preliminary analysis indicates that instructors of first-year writing may experience moderately high self-efficacy to teach their apprehensive writers. First-year writing instructors appear to feel slightly more confident in their ability to identify and meet the needs of apprehensive writers than they are to engage these writers. Future research should focus on validating the instrument and using it to explore different types and demographic groups of teachers, including different levels of experience with sources of self-efficacy.

The aim of the current study is threefold: to develop a creativity questionnaire based on the main criteria for creativity as determined by means of a comprehensive literature survey; to administer this questionnaire, in combination with the Abbreviated Torrance Test for Adults (ATTA) and the 16PF for the purpose of determining respondents’ level of creativity in relation to their personality constellation; to determine whether a typical 16PF profile can be obtained for the purpose of identifying a creative individual. The sample consisted of fourth-year Psychology students at the University of Pretoria. Identified problems that motivated the research include, amongst others, a lack of research in this domain, and therefore a need for a reliable and valid measuring instrument for creativity. Creative individuals are often misinterpreted or misunderstood by the community as the result of a lack of knowledge. The purpose of the research will also be to reduce misconceptions such as these, by informing the reader about creativity as well as the individuals who possess this unique characteristic. Creativity is, however, an extremely broad concept which is very difficult to define, and only the main criteria for creativity were applied in the development of the Creativity Questionnaire. According to Ryhammar&Brolin (1999), creative individuals can be described as being motivated, persevering, intellectually inquisitive, having a need for self-actualisation, independent in thought and deed, confident, self-aware, and open to external and internal stimulation. Operationalisation of such criteria formed the basis of the Creativity Questionnaire. The dissertation reports on the development of a Creativity Questionnaire which can be used in a variety of areas, but will need further revision and refinement in terms of items included, validity and reliability. Therefore the current study should be considered as a pilot study for the testing and development of this questionnaire. The results of this investigation confirm and extend previous research in demonstrating a close association between creativity and specific personality traits. Creative subjects (as measured by the ATTA) indicated that they perceive themselves to be significantly more independent in thought, open to experience, dominant, individualistic and competent, than less creative subjects. Both subjects with average and high creativity levels indicated that they tend to be more resourceful, self-sufficient, and prefer to make their own decisions. These subjects tend to be more abstract thinking and bright. Both subjects with low creativity levels and subjects with high creativity levels indicated that they tend to be more spontaneous, socially bold, uninhibited and venturesome than subjects with average creativity levels. The latter subjects tend to be more restrained, sensitive to threats, timid and shy. Subjects with low creativity levels on the other hand, indicated that they tend to be more outgoing, participating, warm-hearted and easy-going than subjects with an average creativity level. The latter subject group tends to be more critical, detached and reserved. Subjects with low creativity levels also seem to be joiners, sound followers and group-dependent. These subjects also indicated that they tend to be more concrete thinking and less intelligent, than subjects with average and high creativity levels. / Dissertation (MA (Research Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

The following study examines the construction of the national tests in history. The study has analyzed the work processes of the construction of the test at different moments, such as design, conduct and evaluation, from the perspective of the test designers and the test manager at the National Agency for Education. The purpose is to see how the test designers’ previous experiences are reflected in the work process with national test and what problems, challenges and limitations they have in their work. The study is based on qualitative interviews and has used the validity theory as an analytical framework. The results show, among other things, that the work process of the national tests begins with the group interpreting the curriculum for history. The interpretation is written down in the so-called construct which is sent to the National Agency for Education for further review. The test designers performed various evaluations of the tests throughout the whole work process. The National Agency for Education conducted a large survey after completing tests that the teachers answer. The results also show different limitations, problems, and challenges of the test design. The framework of the test limits for example the design; what the test should look like, pictures and question construction, it systematizes the test. The processes of the conduction of the test in schools is also completely controlled by the National Agency for Education and the test does not necessarily reflect the teaching that is conducted in the classroom. Another problem is that communication with the active teachers is rather one-sided. Challenges that the test designers face includes setting grade requirements and stable results.

Estudo de desenvolvimento metodológico de elaboração e validação de medidas de avaliação em saúde, que teve como finalidade contribuir com novas políticas de controle e prevenção de infecção hospitalar (CIH). Para tanto, foram construídos e validados três indicadores de avaliação de práticas de controle e prevenção da infecção hospitalar do trato urinário associada a cateter, conforme duas etapas metodológicas. Na primeira, tendo como referência bases conceituais de indicadores clínicos e medidas de avaliação em saúde, foram elaborados os indicadores: 1-Indicação e Permanência do Cateterismo Vesical (IUIC); 2- Condições de Manutenção do Cateterismo Vesical (IUMN) e 3- Infra-Estrutura para Procedimento de Cateterismo Vesical (IUIF). Na segunda etapa estes indicadores foram submetidos à validação de conteúdo, por meio de um método de validação opinativa de um grupo de nove especialistas, constituído de médicos e enfermeiras, com conhecimento e experiência em controle de infecção hospitalar, e representantes das áreas hospitalar, acadêmica, órgão governamental e entidades associativas. A validação foi realizada com o julgamento de cada indicador a partir de um instrumento previamente elaborado, que contemplava as seguintes etapas: I- Conteúdo do construto (manual operacional) do indicador; II- Atributos do conjunto do indicador; III- Componentes do indicador. O indicador 3 foi submetido, ainda, a mais uma etapa, referente à valoração, pelos juízes, de cada um de seus componentes. Foi previamente estabelecido um consenso mínimo de 75% de julgamento favorável dos juízes, de cada uma destas etapas. Em cada etapa solicitava-se também comentários e sugestões para ajuste dos indicadores. Nos resultados, os indicadores 1 e 2 obtiveram consenso favorável mínimo na grande maioria dos aspectos sob avaliação de cada etapa. Nos aspectos que não obtiveram consenso favorável mínimo as sugestões e comentários efetuados pelos juízes tornaram possível o ajuste destes indicadores e sua validação de conteúdo, sem necessidade de retorno aos juízes para novo julgamento. O indicador 3, apesar de ter obtido amplo consenso favorável nas etapas II e III, o mesmo não ocorreu em vários aspectos referentes à etapa I, assim como na valoração de relevância dos seus componente individuais. Além disto, os comentários e sugestões efetuados constataram a problemática deste indicador para avaliar adequadamente o que ele se propunha. Por este motivo, ele não pôde ser validado, na forma de construção originalmente apresentada. / This is a study on the methodological development of elaboration and validation of measures to evaluate health aiming to contribute to new control rules and to prevent nosocomial infection (CIH). Then, three evaluation indicators of control and prevention of nosocomial infection in the urinary tract associated to a catheter were built in accordance with two methodological phases. In the first phase, based on the conceptual basis of clinical indicators and evaluation measures in health, the indicators were elaborated: 1 - Indication and Permanence of Vesical Catheterism (IUIC); 2 – Maintenance Conditions of Vesical Catheterism (IUMN) and 3 – Infrastructure for procedures of Vesical Catheterism (IUIF). In the second phase, these indicators were submitted to a content validation by means of a validation method according to one group of nine experts, constitued of physicians and nurses, with knowledge and experience in nosocomial infection and representatives of the hospital, academic and governmental areas and associative institutions. The validation was performed according to judgment of each indicator based on a instrument previously elaborated, consisting of: I- Construct Content (operational guidebook) of the indicator; II- Features of the indicator set; III- Components of the indicator. The indicator 3 was still submitted to one more phase regarding valorization of each component, according to the judges. A minimum consensus of 75% of favorable arbitration from the judges was previously established for each phase. In each phase it was also asked comments and suggestions to adjust indicators. In the results, indicators 1 and 2 obtained a minimum favorable consensus in the great majority of the evaluating aspects for each phase. The aspects which did not obtain the minimum favorable consensus, suggestions and comments made by the judges made possible an adjustment of these indicators and their content validation, with no need of the judges to return for a new arbitration. The indicator 3, in spite of obtaining a comprehensive favorable consensus in the phases II and III, the same did not occur in many aspects of the phase I as well as in the relevance valoration of its individual components. Additionally, the comments and sugestions performed, considered the problematic of this indicator to adequatly evaluate its objective. Therefore, it could not be validated on its original construction.