The Boxall Profile (BP) aims at assessing the quality of adaptation of primary school pupils along with their particular difficulties of adaptation, in order to guide teacher interventions in classroom. At this time, the BP's psychometric proprieties have not been studied much. 169 boys and 23 girls ( N = 192) ranging from 6 to 13 years old (M = 9.24 years old, SD = 1.83) were assessed by their teacher using the French versions of the Boxall Profile, the Strenghts and Difficulties Questionnaire (SDQ) and the Teacher Report Form (TRF). Confirmatory and exploratory factor analysis (CFA/EFA) and area under receiver operating characteristic curve (ROC) were all performed. The results support the fit of the first level of factorial structure and a good concurrent validity. These results suggest the effectiveness of BP in properly identifying pupils in a problematic situation. However, one has to be cautious when it comes to interpreting given scale's scores to guide the intervention.

The dissertation presents evidence on the measurement properties of self-report items in contemporary organizational contexts (Podsakoff & Organ, 1986). Operationally, the dissertation adopts a construct representation approach to construct validity, defined by the response processes engaged for measurement performance in trait assessment (AERA, 2014; Embretson, 1983). For example, self-report measures are known to be affected by a variety of variables, such as semantic and referent features (Cermac & Craik, 1979; Kelly, 1955) and design factors that impact cognitive context (Stone, et al, 2000; The Science of Self-Report). In turn, the response processes impacts the external correlations (Embretson, 2007). To the extent that semantic-referent features and design factors are construct-irrelevant, reduced external correlations can be expected. This dissertation presents evidence from a qualitative review of self-report future time perspective (FTP) instruments across organizational and retirement contexts. A quantitative review compares external correlates of the two instruments. A retrospective-observational study benchmarks the psychometric properties of Carstensen's self-report instrument using modern latent-variable modeling (item-response theory [IRT]). Structural equation modeling (SEM) is further used to test for moderating effects of subjective life expectancy (SLE) on latent predictors of FTP and retirement plans. Evidence from a '3 x 2' mixed-subjects experimental design is also presented indicating the effects of subjective life expectancy (SLE) on measurement error in personality factors, FTP, and retirement plans. Discussion centers on advancing measurement paradigms in psychological and education research, as well as -more generally- adopting an integrated perspective of construct validity for advancing and evaluating substantive research.

The current edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR; American Psychiatric Association, 2000) defines personality disorders as categorical entities that are distinct from themselves and from normal personality traits. However, many scientists now believe that personality disorders can best be conceptualized using a dimensional model of traits that span normal and abnormal personality, such as the Five-Factor Model (FFM). Many research studies have indicated that the current personality disorder system can be adequately conceptualized using the FFM. However, if the FFM or any dimensional model is to be considered as a credible alternative to the current model, it must first demonstrate an increment in the validity of the assessment offered within a clinical setting. Thus, the current study extended previous research by comparing the convergent and discriminant validity of the current DSM-IV-TR model to the FFM across four assessment methodologies. Eighty-eight individuals that were currently receiving ongoing psychotherapy were assessed for the FFM and the DSM-IV-TR personality disorders using self-report, informant report, structured interview, and therapist ratings. The results indicated that the FFM had an appreciable advantage over the DSM-IV-TR in terms of discriminant validity and, at the domain level, convergent validity. Implications of the findings for future research are discussed.

This study investigated bias at the item level in six subtests of the California Achievement Tests (CAT). Variability of performance across all individual items of the CAT for fourth graders from three ethnic groups was examined. A two-factor (item scores and ethnicity) ANOVA procedure was used to examine the interaction between Anglo and Hispanic children and between Anglo and black subjects on individual test items of the subtests. Significant F-ratios for the Items x Groups interaction were further examined by using Bonerroni's post-hoc test for the purpose of identifying specific items reflecting cultural bias. A total of twenty-one items was identified as culturally biased. Of these items, sixteen were biased against Hispanics, three items were found to contain bias against blacks, and two items reflected bias against both Hispanic and black children. Of these twenty-one items identified as biased, eighteen belonged to four verbal subtests and three items are part of the two mathematics subtests. In addition to these items identified as being statistically biased, this study suggests that ethnocultural differences exist on overall performance levels between groups. For example, on the verbal subtests, there was a total of only three items on which Hispanic children scored higher than Anglo subjects, and only one item which reflected a better performance by black children than Anglo students. Higher performance levels by Anglo subjects were also noted on mathematic subtests, wherein Hispanic children scored higher on six items than their Anglo counterparts, and black subjects outperformed Anglo children on only one item. These data reflected a tendency of higher performance by Anglo students across all subtests when by an examination of the number of items passed or failed by members of each ethnic group was made. The examination of the verbal subtests additionally showed that Anglos passed sixty-five items, Hispanic children passed twenty-four items and thirty-two items were passed by black subjects. This trend continued on the mathematics subtests, where thirty-one items were passed by Anglo students and seventeen and fifteen items were passed by Hispanic and black children respectively. The findings of this study led to the conclusion that the majority of items on the CAT does not reflect evidence of cultural bias. There were, however, a limited number of items on which either Hispanic or black children out-performed their Anglo counterparts. Implications of these findings were discussed and recommendations were made for future studies to examine bias at the item level.

This doctoral dissertation reports on results from three explorative case studies of teacher assessment practice within upper secondary school writing instruction. In Sweden, almost all responsibility for constructing, administering, and scoring assessments lies with the individual teacher. Unfortunately, little is known about classroom-based writing assessment and even less is known about the validity of such assessment. The aim of this dissertation is to build validity arguments based on classroom assessment practice concerning achievement tests in upper secondary school. Three research questions were formulated in relation to this aim: (1): To what extent can interpretation of scores be argued for? (2): To what extent can students be said to have had equal opportunities to learn what is later assessed? (3) To what extent can suggested and observed usage of scores be argued for, given the relationship between instruction and assessment?   The data for the studies consists of audio recorded observations, student texts, teacher comments, and scoring rubrics, and was gathered within writing units in three upper secondary schools. Altogether the observations comprise 17 lessons (or 19.6 hours). Data was also collected in interviews with three teachers and their students. The data on instructed and assessed writing was analyzed by conceptual tools related to a theoretical model of writing, the so-called Writing Wheel. The validity argument was built using Bachman’s (2005) Assessment Use Argument (AUA) model. On an aggregated level, the results indicate threats to the validity of interpretation of scores, to the validity of usage of scores, and threats associated with inequitable assessment. The first types of threats stem, for example, from scoring rubrics that are not aligned to the assessment tasks at hand, and a low degree of standardization in the administration of the assessment tasks. The second type of threat is related to this; for example, low standardization led to incomparable student marks. While some students could benefit from contacts with able peers (and/or parents) others could not. The third type relates to possibilities to learn what is later assessed, which was not fully evident in some cases. Finally, the results also implicate that the building of an AUA can serve as a syllabus-design tool for practitioners as well as a design tool in intervention studies. The closing chapter of the dissertation presents a number of hypotheses based on the case study findings. Concluding remarks suggest how these could be tested.

Large-scale assessments are increasingly being used for more than one purpose, such as admissions, placement, and diagnostic decision-making, with each additional use requiring validation regardless of previous studies investigating other purposes. Despite this increased multiplicity of test use, there is limited validation research on adding diagnostic purposes—with the intention of directly benefiting teaching and learning—to existing large-scale assessments designed for high-stakes decision-making. A challenge with validating diagnostic purposes is to adequately balance investigations into the score interpretations and the intended beneficial consequences for teachers and students. The Assessment Use Argument (AUA) makes explicit these internal and consequential validity questions through a two-stage validation argument (Bachman & Palmer, 2010). This research adopted the AUA to examine the appropriateness of the Canadian Academic English Language (CAEL) Assessment for diagnostic purposes, by forming a validity argument that asked, to what extent did the CAEL essay meet the new diagnostic scoring challenges from the rater perspective, and a utilization argument centered on teachers' and students’ uses of the diagnostic information obtained from the assessment. This study employed three research phases at an English for Academic Purposes (EAP) program in one Canadian university. Data collection strategies included interview and verbal protocol data from two raters (Phase 1), interview and classroom observation data from one EAP course instructor (Phase 2), and interview and open-ended survey data from 47 English Language Learners (Phase 3). A multifaceted perception of CAEL for diagnostic purposes was observed: raters noted the greatest diagnostic potential at higher score levels, and teacher and student perceptions were largely influenced by previous diagnostic assessment experiences. This research emphasized the necessity of including multiple perspectives across contexts to form a deeper realization of the inferences and decisions made from diagnostic results. / Thesis (Ph.D, Education) -- Queen's University, 2013-04-29 09:40:22.649

Testamentas – tai tam tikros nustatytos formos asmeninio pobūdžio vienašalis sandoris, kuriame išreikšta testatoriaus valia dėl jo turto ar turto dalies paveldėjimo jo mirties atveju, ir kurio teisiniai padariniai atsiranda testatoriui mirus. Tam, kad testamentas galiotų, jis turi atitikti Lietuvos Respublikos civiliniame kodekse įtvirtintus reikalavimus – testamento galiojimo sąlygas: (1) testamentas turi būti sudarytas paties testatoriaus, kuris yra veiksnus ir testamento sudarymo metu suvokia savo veiksmų reikšmę, (2) testamente turi būti išreikšta tikroji testatoriaus valia, nesant jo suklydimo bei kitų neteisėtų aplinkybių, galėjusių daryti įtaką jo sprendimų priėmimui, (3) testamento turinys privalo būti teisėtas ir aiškus, (4) testamentas turi atitikti jo formai įstatyme keliamus reikalavimus. Svarbu pabrėžti, kad testatorius privalo atsižvelgti į visus Lietuvos Respublikos civiliniame kodekse įtvirtintus testamento galiojimui keliamus reikalavimus, priešingu atveju testamentas negalios ir testatoriaus turtas bus padalintas pagal įstatyme numatytą tvarką, neatsižvelgiant į jo valią. Taigi testamento galiojimo sąlygų analizė aktuali ne tik notarams, kurie su šios srities reglamentavimu susiduria savo kasdieniame darbe, bet ir kitiems asmenims, kurie susiduria su paveldėjimo pagal testamentą teisiniais santykiais sudarydami testamentą arba paveldėję turtą šiuo pagrindu. / Testament is an unilateral deal of the personal nature which requires a specific form, expresses the will of the testator for his assets to be inherited after his death and which legal consequences arise after the death of the testator. In order for the testament to be valid, it shall satisfy the requirements established by the Civil Code of the Republic of Lithuania – the conditions of validity of the testament: (1) the testament shall be concluded by the testator who has his full capacity and full awareness of the meaning and consequences of his actions; (2) the testament shall express the true will of the testator without him being mistaken and without other unlawful factors that could influence his decisions; (3) the content of the testament shall be lawful and clear; (4) the testament shall meet all the requirements established by the law for its form. It is important to emphasize that testator must take into consideration all the requirements for the validity of the testament established by the Civil Code of the Republic of Lithuania, otherwise his testament will not be valid and the assets of the testator will be split according to the rules established by the law without regard to the testators will. Therefore, the analysis of the conditions of validity of the testament is not only relevant to the notaries who face the regulation of this field in their day-to-day work, but also to other people who face the regulation of the testamentary succession once they decide to... [to full text]

Nurses' working environment, together with their patient relationships, can elicit emotions which they will need to manage in order to perform successfully in their daily work activities. It is for this reason that it is crucial that sound emotional intelligence measures should be developed which hospitals can utilise to identify emotionally intelligent individuals for emotionally laden jobs or even to identify their developmental needs within the area of emotional intelligence. The objective of this study was to investigate the psychometric properties of the Emotional Intelligence Scale (EIS) developed by Schutte and colleagues in 1998 within a nursing environment. A convenience random sample of 5 11 nurses was taken from hospitals located in the areas of Klerksdorp, Potchefstroom, Krugersdorp, Johannesburg and Pretoria. The EIS was used as a measuring instrument. Cronbach alpha coefficients, Pearson-product correlation coefficients and MANOVAS were used to analyse the data. The results showed a 5-factor solution for the EIS, which explained 50,04% of the total variance. All of the five dimensions had adequate internal consistencies, except for the Negative Emotions dimension. Lastly, group differences were identified between personnel area and emotional intelligence, as well as between race and emotional intelligence levels. Recommendations were made for future research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

This dissertation reports a study into the appropriateness of on-screen assessment materials compared to paper-based versions, and how any potential change in assessment modes might affect assessment practices in schools. The research was centred around a controlled comparative trial of paper and on-screen assessments with 1000 school students. The appropriateness of the assessments was conceptualised in terms of exploring the comparative reliability, validity and scoring equivalence of these assessments in paper and on-screen modes. Reliability was considered using quantitative analysis: calculating the performance and internal reliability of the assessments using classical test theory, Cronbach’s alpha and Rasch latent trait modelling. Equivalence was also addressed empirically. Marking reliability was not quantified, however it is discussed. Validity was considered through qualitative analysis, using questionnaire and interview data obtained from the students and teachers participating in the trial; the focus on the comparative authenticity and fitness for purpose in assessments in different modes. The outcomes of the research can be summarised as follows: the assessment tests in both modes scored highly in terms of internal reliability, however they were not necessarily measuring the same constructs. The scores from different modes were not equivalent, with students performing better on paper. The on-screen versions were considered to have greater validity by students and teachers. All items in the assessments that resulted in significant differences in performance were analysed and categorised in terms of item types. Consideration is then given to whether differences in performance are the result of construct irrelevant or relevant factors. The recommendations from this research focus on three main areas; that in order for on-screen assessments to be used in schools and utilise their considerable potential, the equivalence issue needs to be removed, the construct irrelevant factors need to be clearly identified and minimised and the construct relevant factors need to be enhanced. Finally a model of comparative modal dependability is offered, which can be used to contrast and compare the potential benefits and issues when changing assessment modes or item types are considered.

Self-compassion is receiving increasing interest from psychologists and researchers due to its potential role in wellbeing and mental health however, self-compassion as a unique construct has not been validated. This research utilised pilot studies in order to develop an operational definition of self-compassion, separate from other similar constructs. A multi-trait multi- method approach to construct validation was utilised to assess self-compassion‟s discriminant and convergent validity in relation to the constructs of self-esteem and compassion for others in a community sample of 307. Self-compassion was then evaluated for its role in mental health and wellbeing when assessed against the two comparison constructs. Results demonstrated discriminant validity to both comparison constructs but convergent validity only in regards to self-esteem, providing partial support for the construct validity of self- compassion. As hypothesised support was found for self-compassion as a unique predictor in regards to wellbeing, but its role could not be determined for mental health. The results are discussed in terms self-compassion‟s functional relationships with comparison constructs and therapeutic utility. Recommendations for the direction of future research are discussed.