Yes / The content validity ratio originally proposed by Lawshe is widely used to quantify content validity and yet methods used to calculate the original critical values were never reported. Methods for original calculation of critical values are suggested along with tables of exact binomial probabilities.

Background: Cleft lip and/or palate (CL/P) is the most common congenital craniofacial anomaly, which may negatively impact one’s appearance, health-related quality of life, and facial function. The course of treatment is intensive and multifaceted. Patients with CL/P can undergo numerous procedures, with the goal of improving their appearance or facial function. To assess the outcomes of treatment in patients, a well-developed, valid, and reliable patient-reported outcome instrument is required. The CLEFT-Q is a new patient-reported outcome instrument developed to evaluate outcomes of treatment in patients aged 8 to 29 years with cleft lip and/or palate. The purpose of this thesis was to establish content validity and transferability of the CLEFT-Q. Methods: Study 1 of this thesis presents findings from cognitive interviews with patients and expert feedback. Patients aged between 6 and 29 years were recruited from 6 plastic surgery clinics. Healthcare providers and experts from 8 countries participated in a focus group or provided individual feedback. Input was sought on all aspects of the CLEFT-Q development, including item wording, instructions, response options, and to identify missing content. Studies 2 and 3 present findings from the translation and cultural adaptation of the CLEFT-Q to evaluate its transferability. Guidelines set forth by the International Society for Pharmacoeconomics and Outcomes Research (ISPOR) were applied. Results: Study 1 involved 69 patients and 44 experts who reviewed the CLEFT-Q. The first draft of the CLEFT-Q consisted of 163 items measuring 12 constructs. Three rounds of interviews and expert feedback were needed to establish content validity. At the completion of the cognitive interviews and expert review, the CLEFT-Q comprised 171 items within 13 scales that measure appearance (of the face, nose, nostrils, teeth, lips, jaws, cleft lip scar), health-related quality of life (psychological, social, school, speech-related distress), and facial function (speech, eating/drinking). Studies 2 and 3 involved the translation and cultural adaptation of the CLEFT-Q from English to 6 different languages including Arabic, Catalan, Dutch, Hindi, Swedish, Turkish, and 3 Spanish language varieties (Colombian, Chilean, and Spain). A total of 18 (12%), 18 (12%), 7 (5%), and 4 (3%) items were difficult to translate during the forward translations for the Arabic, Swedish, Dutch, and Hindi versions respectively. Among the Spanish varieties (study 3) only 10 (7%) items were difficult to translate into Chilean. Comparison of the back translation to the source language version of the CLEFT-Q identified that the meaning of 40 (26%), 17 (11%), 9 (6%), and 5 (3%) items in the Turkish, Arabic, Hindi, and Swedish translations respectively had changed and required re-translation, and none were changed for the Dutch translation in study 2. Similarly, in study 3, back translations identified 23 (15%), 21 (13%), 12 (8%), and 10 (6%) items in the Colombian, Catalan, Chilean, and Spanish (Spain) versions respectively whose meanings were changed. Study 2 cognitive debriefing interview participants were mostly below 20 years of age (n= 36, 88%) with CL/P (n=30, 73%). Participants in study 3 were primarily male (n=14, 67%) diagnosed with CL/P (n=17, 81%). Overall, participants in the cognitive debriefing interviews described the CLEFT-Q as understandable and easy to complete. Conclusion: This thesis presents evidence of the CLEFT-Q’s content validity and transferability. After the completion of study 1, no changes were required to the original CLEFT-Q conceptual framework; however, cognitive interviews and expert review allowed us to identify items that required re-wording, re-conceptualizing, to removal, or addition. Finally, the process of translating and culturally adapting the CLEFT-Q in studies 2 and 3 was useful for finalizing the CLEFT-Q scales, and provided evidence of its transferability to other contexts. / Thesis / Doctor of Philosophy (PhD) / Background: Treatment of cleft lip and/or palate (CL/P) is intensive and involves multiple procedures to improve ones appearance or facial function. To assess outcomes of treatment in patients with CL/P, a well-developed, valid, and reliable patient-reported outcome instrument is required. The purpose of this thesis was to establish content validity and transferability of the CLEFT-Q. Methods: Cognitive interviews with patients and expert feedback were obtained in Study 1. Input was sought on the CLEFT-Q item wording, instructions, response options, and to identify missing content. Studies 2 and 3 involved the translation and cultural adaptation of the CLEFT-Q to evaluate its transferability. Results: Three rounds of cognitive interviews with patients and expert feedback were needed to establish content validity of the CLEFT-Q in study 1. Studies 2 and 3 involved the translation and cultural adaptation of the CLEFT-Q from English to 6 different languages including Arabic, Catalan, Dutch, Hindi, Swedish, Turkish, and 3 Spanish language varieties (Colombian, Chilean, and Spain). Translation and cultural adaptation processes provided evidence of the CLEFT-Qs transferability. Conclusion: This thesis presents evidence of the CLEFT-Q’s content validity and transferability.

This research addresses the lack of an existing psychometrically sound Aspergers Syndrome self-screening instrument for adults. Initial instrument development procedures were carried out by creating an item pool using existing Asperger measures. Items were rewritten following common item writing rules suggested by several researchers as reference. Five new domains were created and the items were re-categorized. Expert panel of nine judges specialized in Psychometrics, ASD, School Psychology, and Speech-Language Pathology were asked to rate the relevancy of items to their domains in order to obtain evidence of content validity. These experts were chosen because of their relatedness to Aspergers Syndrome and their expertise in instrument development. First, the quality of the judges ratings were examined to identify any aberrant judges. Ratings were then analyzed using the remaining six judges using three descriptive and three quantitative methods to examine the representativeness and relevancy of each item to their domain. A total of 55 items were identified as satisfactory by the judges. The second part of this study was to compare the content validity analytical methods. It was concluded that the percentage agreement, the content validity index (CVI), and the content validity coefficients (VIK) were the best methods to use in selecting the satisfactory items. This research aims to bring more attention to the importance of psychometric properties in measures for the Autism Spectrum Disorder field. It also hope to shed some light on which content validity analyses would best be used under certain circumstances. Limitations of study and future directions were also discussed.

This research addresses the lack of an existing psychometrically sound Aspergers Syndrome self-screening instrument for adults. Initial instrument development procedures were carried out by creating an item pool using existing Asperger measures. Items were rewritten following common item writing rules suggested by several researchers as reference. Five new domains were created and the items were re-categorized. Expert panel of nine judges specialized in Psychometrics, ASD, School Psychology, and Speech-Language Pathology were asked to rate the relevancy of items to their domains in order to obtain evidence of content validity. These experts were chosen because of their relatedness to Aspergers Syndrome and their expertise in instrument development. First, the quality of the judges ratings were examined to identify any aberrant judges. Ratings were then analyzed using the remaining six judges using three descriptive and three quantitative methods to examine the representativeness and relevancy of each item to their domain. A total of 55 items were identified as satisfactory by the judges. The second part of this study was to compare the content validity analytical methods. It was concluded that the percentage agreement, the content validity index (CVI), and the content validity coefficients (VIK) were the best methods to use in selecting the satisfactory items. This research aims to bring more attention to the importance of psychometric properties in measures for the Autism Spectrum Disorder field. It also hope to shed some light on which content validity analyses would best be used under certain circumstances. Limitations of study and future directions were also discussed.

Measures of psychological attributes abound in the social sciences as much as measures of physical properties do in the physical sciences. However, there are crucial differences between the scientific underpinning of measurement. While measurement in the physical sciences is supported by empirical evidence that demonstrates the quantitative nature of the property assessed, measurement in the social sciences is, in large part, made possible only by a vague, discretionary definition of measurement that places hardly any restrictions on empirical data. Traditional psychometric analyses fail to address the requirements of measurement as defined more rigorously in the physical sciences. The construct definitions do not allow for testable predictions; and content validity becomes a matter of highly subjective judgment. In order to improve measurement of psychological attributes, it is suggested to, first, readopt the definition of measurement in the physical sciences; second, to devise an elaborate theory of the construct to be measured that includes the hypothesis of a quantitative attribute; and third, to test the data for the structure implied by the hypothesis of quantity as well as predictions derived from the theory of the construct. (author's abstract)

The purpose of this study was to evaluate the psy- chometric properties of a Swedish version of The Krantz Health Opinion Survey (KHOS). A conven- ience sample of 79 persons (47 men and 32 women) was recruited from The Heart and Lung Patients’ National Association at ten local meeting places in different areas in Sweden. The questionnaire was examined for face and content validity, internal con-sistency and test-retest reliability. The findings showed that the Swedish version of KHOS is accept- able in terms of face and content validity, internal consistency and test-retest reliability over time among 79 individuals >65 years of age and with a cardiac disease. In conclusion, wider evaluations of the psy- chometric use of KHOS for other populations and settings are recommended. / SAMMI

In recent times, situational judgment tests (SJTs) have emerged as an instrument of choice in organizations. This emergence is partly due to the high costs associated with developing and conducting high fidelity simulations such as assessment centers, coupled with the recent economic downturn affecting many organizations. The current study sought to validate an SJT as a low cost, alternate form of assessing leadership within an organizational context. A content validation study was carried out by retranslating items into eight dimensions and calibrating item responses. This study resulted in a content valid measure of leadership knowledge. Future studies should focus on further evaluating the psychometric properties of this new leadership assessment. Alternate forms reliability, convergent validity, and divergent validity studies, in particular, should be conducted to evaluate the new test.

TEM-8 (Test for English Majors, Band 8) is a large-scale nationwide standard test for English majors in China. It has been increasingly recognized in China and has already become one of the criteria for judging English teaching and learning in China. It is necessary to pay more attention to its development. Meanwhile, reading comprehension is regarded as vitally important in acquiring a language. It is worthy investigating how to measure reading comprehension ability accurately and properly in language testing and whether reading comprehension in TEM-8 can reflect the test-taker’s reading ability. This thesis analyzes the content validity of the reading comprehension part of TEM-8 from 2008 to 2010 in terms of the new framework of task characteristics revised from Bachman and Palmer’s framework (1996: 49), and in accordance with The Teaching Syllabus for TEM-8 and The 2004 Test Syllabus for TEM-8. This study has shown that TEM-8 reading comprehension part has relatively high content validity, basically corresponding to the requirements in the teaching syllabus and test syllabus. However, there are some deficiencies influencing the content validity of TEM-8, such as limited test method, limited data recources and time. Key words: TEM-8, Reading Comprehension, Content validity

No description available.

The present study evaluated two hypotheses concerning the comparability of scores of the WISC and WISC-R through correlation of obtained scores on both scales. Forty subjects, representing 10 age levels, constituted the experimental sample. Each subject was administered the WISC, followed in 28 days by the WISC-R. Data analysis revealed significant (.05) correlations between scores on comparable WISC and WISC-R subtests except Arithmetic and Coding. The Verbal, Performance, and Full Scale IQ scores correlated .5468, .5773, and .6240 respectively (p < .01). Conclusions were drawn that caution should be taken in comparison and interpretation of scores on the two scales due to several low correlation coefficients obtained as well as numerous changes between the scales. Further study is recommended.