The Multidimensional Quality Metrics (MQM) framework is a new system for creating customized translation quality assessment and evaluation metrics designed to fit specific translation needs. In this study I test the viability of MQM to determine whether the framework in its current state is ready for implementation as a quality assessment framework in the translation industry. Other contributions from this study include: (1) online software for designing and using metrics based on the MQM framework; (2) a survey of the typical, real-world quality assessment and evaluation practices of language service providers in the translation industry; and (3) a measurement scale for determining the viability of translation quality assessment and evaluation frameworks such as MQM. The study demonstrates that the MQM framework is a viable solution when it comes to the validity and practicality of creating translation quality metrics for the translation industry. It is not clear whether those metrics can be used reliably without extensive training of qualified assessors on the use of MQM metrics.

Researchers have commonly clustered together both binary transgender and non-binary individuals in their research studies. When assessing attitudes, it is likely that attitudes toward these two groups have been combined leading to valuable reports of attitudes missing from the literature. While measurements within the field of psychology have been created to assess attitudes toward binary transgender individuals, there currently is no measurement to assess attitudes toward non-binary individuals. As such, three studies were conducted to create a reliable and valid measurement of attitudes toward non-binary individuals. In Study 1 Part 1, 33 items were reworded and utilized from previously created measurements assessing attitudes toward LGBTQ individuals and 7 items were created to provide a basis for this measurement. In Study 1 Part 2, responses from six non-binary expert judges were collected that included feedback and thoughts pertaining to the 40 measurement items created in Study 1 Part 1 and thematic analysis was conducted. In Study 1 Part 3, the 40 measurement items were either omitted, kept as is, or revised. Furthermore, additional measurement items were created based on the feedback from the non-binary expert judges. In Study 2, 400 cisgender, heterosexual women and men responded to 50 items from the revised measurement, an exploratory factor analysis was conducted, and reliability was assessed. An independent samples t-test was conducted to examine gender differences between women and men regarding their attitudes toward non-binary individuals, and no gender differences were observed. In Study 3, 400 participants responded to 47 items, a confirmatory factor analysis was conducted, and both reliability and validity were assessed. Additionally, an independent samples t-test was conducted to examine gender differences between women and men regarding their attitudes toward non-binary individuals, and these results were identical to the results in Study 2. Implications of the Attitudes Toward Non-Binary Individuals Measurement, strength of the studies, limitations, and future directions were discussed. Ultimately, this measurement is the first within the field of psychology to assess attitudes toward non-binary individuals.

Many teacher preparation programs provide opportunities for their preservice educators to gain the requisite technology integration skills and knowledge. However, they often ignore the dispositions that affect whether a teacher will actually use technology in the classroom. In an effort to address this oversight, the McKay School of Education at Brigham Young University developed the Technology Integration Confidence Scale (TICS). It was hoped the TICS could be used to (a) establish a baseline preservice teacher profile, (b) monitor the effects of curricular adjustments, (c) identify preservice teachers in most need of intervention, and (d) predict in-practice behavior. Although a pilot test of the TICS revealed acceptable levels of reliability, the initial evidence gathered to support the validity of inferences to be drawn from TICS scores was based on underdeveloped, anachronistic views of validity. The purpose of this dissertation was to gather evidence supporting the inferences required for each of the TICS' intended purposes, drawing on modern validity theory and codified testing standards, and employing state-of-the-art measurement methodology. Methods used to gather validity-supporting evidence included repeated measures ANOVA, regression analyses, and a synthesis of self-efficacy research. Evidence supported the use of the TICS to establish a baseline preservice teacher profile and to predict in-course preservice teacher performance, but only in the secondary education technology integration course. The evidence did not support using the TICS to monitor minor changes to the curriculum.

In the past two decades, there has been an increased demand for more innovative individuals and organizations. In response to this need, a number of groups have begun to teach innovation courses to improve people's innovation skills. While many of these groups report success in helping people become more innovative, there is no way to test the effectiveness of the innovation courses. This study describes the development and initial validation of an innovation test instrument. It demonstrates how the author identified the content domain of the test and created test items. Then it describes initial validation testing of the instrument. This study found that this assessment is a good first step in creating an innovation assessment that covers more of the full process of innovation than previous tests. It still needs further validation and improvement to make strong claims about its ability to determine the effectiveness of an innovation course.

The vestibular system senses head motion and facilitates gaze stabilization, allowing for clear vision during movement. The vestibulo-ocular reflex (VOR) causes the eyes to move opposite head motion, thus maintaining focus on a target. Consequently, uncompensated loss of vestibular function leads to reduced VOR function resulting in dizziness, nausea, and visual disturbance. Different testing methods have been developed to measure VOR loss. These tests generally require bulky, expensive equipment, and must be performed by a trained examiner. A newly developed digital form of the dynamic visual acuity (DVA) test requires less equipment, is cost-effective, and may be performed at home making it more accessible. The purpose of this study was to determine the validity and test-retest reliability of the digital DVA test and provide normative data for healthy adults. Fifteen adults – 10 female and 5 male (mean age = 22.0 ± 3.1, range: 19-31 years) – completed the study. Exclusion criteria included age older than 49 years, history of vestibular or neurological disorders, and history of significant head injury. Subjects were screened for normal vestibular function using video head impulse testing. The study consisted of two visits, 3-15 days apart. Participants underwent DVA testing with both the validated NeuroCom (InVision software) system and newly developed digital DVA during the initial visit and the digital DVA during the second visit. The digital DVA system consists of a laptop computer paired with a head/eye tracker (Tobii Eye Tracker 5) and Health in Motion software (Blue Marble Health Company). Outcome measures of interest were the difference between static and dynamic visual acuity measured in LogMAR (DVA loss) for rightward and leftward head movement. Pearson Product-Moment bivariate correlations were used to determine validity of the digital DVA outcomes compared to NeuroCom outcomes. Intraclass correlation coefficients (ICCs) were calculated to determine test-retest reliability of the digital DVA. Pearson correlation coefficients for validity were r = 0.025 and r = -0.015 for left and right DVA loss, respectively. ICCs for test-retest reliability were r = 0.366 and r = 0.313 for left and right DVA loss, respectively. Mean values across both sessions for left and right DVA loss measured by digital DVA were 0.26 ± 0.13 and 0.26 ± 0.11, respectively. Correlations between the digital DVA and standard computerized DVA were poor indicating the need for further development of the current digital system/software. Test-retest reliability for the digital DVA system in its current state was also poor. Tobii sensor used in the software is limited by a 200 ms delay in reporting head motion to the software. Future development of a digital DVA may need to consider other sensors. The current digital DVA will not replace the computerized system; however, it may provide important information for clinicians who do not have access to computerized DVA.

This study replicated and extended an earlier study by Banki and Latham (2010) and developed an equivalent SJT and SI in order to examine whether the two methods correlated differently with cognitive ability, personality, job experience, and job performance. The results of this study showed that the SJT and SI only correlated .20 and that the correlations for the SI with Extraversion, customer service experience, and overall work experience were significantly different from the correlations for the SJT. Participants felt that the SJT and SI provided the same opportunity to perform one’s skills and level of scoring consistency. However, participants felt significantly more anxiety during the SI than the SJT. The practical and theoretical implications of these findings are discussed.

There is growing interest in alignment between state's standards and test content partly due to accountability requirements of the No Child Left Behind (NCLB) Act of 2001. Among other problems, current alignment methods almost entirely rely on subjective judgment to assess curriculum-assessment alignment. In addition none of the current alignment models accounts for student actual performance on the assessment and there are no consistent criteria for assessing alignment across the various models. Due to these problems, alignment results employing different models cannot be compared. This study applied item mapping to student response data for the Massachusetts Adult Proficiency Test (MAPT) for Math and Reading to assess alignment. Item response theory (IRT) was used to locate items on a proficiency scale and then two criterion response probability (RP) values were applied to the items to map each item to a proficiency category. Item mapping results were compared to item writers' classification of the items. Chi-square tests, correlations, and logistic regression were used to assess the degree of agreement between the two sets of data. Seven teachers were convened for a one day meeting to review items that do not map to intended grade level to explain the misalignment. Results show that in general, there was higher agreement between SMEs classification and item mapping results at RP50 than RP67. Higher agreement was also observed for items assessing lower level cognitive abilities. Item difficulty, cognitive demand, clarity of the item, level of vocabulary of item compared to reading level of examinees and mathematical concept being assessed were some of the suggested reasons for misalignment.

This present study examined the structural validity of a Chinese version of Multidimensional Work Ethic Profile (MWEP-C), using a large sample of Chinese parents and their young adult children (N = 1047). Confirmatory factor analysis (CFA) was applied to evaluate the model fit of sample data on three competing models using two randomly split stratified subsamples. Measurement invariance for these two generational respondents was checked using differential item functioning (DIF) analysis. The results indicated that MWEP-C provided a reasonable fit for the sample data and the majority of survey items produced similar item-level responses for individuals that do not differ on the attributes of work ethic across these two generations. DIF items were detected based on advanced and successive iterations. Monte Carlo simulations were also conducted for creating threshold values and for chi-square probabilities based on 1,000 replications. After identifying the DIF items, model fit improved and generational differences and similarities in work ethic between parents and their young adult children were also identified. The results suggested that the younger Chinese generations have higher work ethic mean scores on the dimensions of work centrality and morality/ethics while they have similarities on time concept, self-reliance, delay of gratification, and hard work as their parents.

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