An Application of the Prototype Scale Construction Strategy to the Assessment of Student Motivation

Jong, Peter F. de

doi:10.1111/j.1467-6494.1988.tb00899.x

Cited by 9 publications

(6 citation statements)

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“…Construction according to the prototypical method is guided by the (informal) knowledge and experience of the respondents. It has been recommended for the specification of implicit ideas and operationalization of concepts that are difficult to define [ 52 ]. Examples of questionnaires designed according to the prototypical method are the Social Generativity Scale [ 53 ] and the Behavioral Indicators of Conscientiousness [ 54 ].…”

Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

“…Commonly, a concept analysis is absent and construction starts with the production of the items (see the blank cell for this stage in Table 1 ). Even if available, formal theory concerning the construct is not used because it provides no information about the prototypical structure of the construct [ 52 ].…”

Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

“…In the evaluation stage, the prototypicality principle itself is not used because the prototypicality of the items, and process validity of the scales, are assumed to have been accomplished by the act of nomination and prototypicality rating procedures. However, this stage often consists of a peer-rating procedure [ 52 , 55 ]. Frequently, other criteria, such as reliability and dimensionality, are evaluated, but it cannot be known in advance how well the scales perform.…”

Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

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Methods for questionnaire design: a taxonomy linking procedures to test goals

2019

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Background In the clinical field, the use of questionnaires is ubiquitous, and many different methods for constructing them are available. The reason for using a specific method is usually lacking, and a generally accepted classification of methods is not yet available. To guide test developers and users, this article presents a taxonomy for methods of questionnaire design which links the methods to the goal of a test. Methods The taxonomy assumes that construction methods are directed towards psychometric aspects. Four stages of test construction are distinguished to describe methods: concept analysis, item production, scale construction, and evaluation; the scale construction stage is used for identifying methods. It distinguishes six different methods: the rational method utilizes expert judgments to ensure face validity. The prototypical method uses prototypicality judgments to ensure process validity. In the internal method, item sets are selected that optimize homogeneity. The external method optimizes criterion validity by selecting items that best predict an external criterion. Under the construct method theoretical considerations are used to optimize construct validity. The facet method is aimed at optimizing content validity through a complete representation of the concept domain. Conclusion The taxonomy is comprehensive, constitutes a useful tool for describing procedures used in questionnaire design, and allows for setting up a test construction plan in which the priorities among psychometric aspects are made explicit.

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Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

Section: The Six Questionnaire Design Methodsmentioning

confidence: 99%

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Methods for questionnaire design: a taxonomy linking procedures to test goals

2019

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“…Ashton & Goldberg, 1973; Broughton, 1984; Burisch, 1978, 1984, 1986; de Jong, 1988; Goldberg, 1972; Hase & Goldberg, 1967; Jackson & Panounen, 1980). In two of the more recent studies by Broughton (1984) and de Jong (1988), rationally constructed scales were found to be statistically superior. In terms of other criteria, however, the margin of rational superiority widens.…”

Section: The Multiscale Personality Inventorymentioning

confidence: 99%

The prototype concept in personality assessment.

Broughton¹

1990

Canadian Psychology / Psychologie canadienne

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The concept of prototype (clear category member) and the fuzzy-set form of cognitive categorization that it entails (Rosch, 1973) has been shown to be useful as an organizational principle for guiding research and assessment in personality psychology. With the aid of a prototype framework for conducting research, personality assessment instruments have been refined (Broughton, 1984), predictable behavioural acts have been brought into focus (Buss & Craik, 1981), abnormal diagnosis has improved (Horowitz, French, Lapid, & Weckler, 1982; Wiggins 1980), and person perception studied (Cantor & Mischel, 1979). These (and other) authors argue that prototypes "work" to the extent they bring us closer to the way in which people actually think about person variables and behaviour. In this article some of the past payoffs of a prototype approach in the field of personality psychology are reviewed, and a multidimensional scaling model of personality assessment, involving a similarity-to-the-prototype rating task, is introduced and its merits discussed.

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“…A scale can then be composed using items ofthe highestjudged typicality. It bas been shown thai ibis prototype scale construction strategy bas a favourable effect on the scale validity (Borkenau, 1988;Broughton, 1984Broughton, , 1990De Jong, 1988).…”

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confidence: 99%

Impulsivity in the eye of the beholder: an analysis of teachers' concepts of impulsive and reflective behaviour

1993

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The aim of this research was to investigate teachers' perception of the concept of impulsivity and its relation to the concept of reflectivity. Teacher rating scales for both concepts were constructed by means of the prototype method (Study 1). ft appeared that impulsivity refers to social behaviour, whereas reflectivity is more cognitive in character. A Principal Components Analysis (Study 2) showed that the item pools for impulsive and reflective behaviour account for separate components. ft is concluded that impulsivity and reflectivity as perceived by teachers are not two extremes of one dimension, but refer to different behavioural domains: social and cognitive. INTRODUCnONThe term 'impulsivity' is of ten used in discourse; Jet its exact meaning remains unclear. As part of a research project on attentional problems and impulsive behaviour at school (Das-Smaal, 1989), the present investigation aimed at clarifying the construct of impulsivity as it exists in the minds of teachers. What do they mean when they use the teim 'impulsivity'? How, and in what type of situation, is impulsivity manifested in children's classroom behaviour? In answering these questions, the study reported here remains at the purely descriptive level by using a prototype approach, which is a method for making implicit ideas of people more explicit. The search for explanations and determinants of impulsive behaviour will be a matter of subsequent research.Impulsivity as a behavioural style bas received a great deal of attention. It is generally recognized that it plays an important part in childhood behavioural problems. In the literature it is mentioned as a general symptom of a broad range of such problems (Cantweil, 1988;Milich and Kramer, 1984;Sergeant, Van Velthoven and Virginia, 1979). It also appears to be one ofthe most enduring symptoms among

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An Application of the Prototype Scale Construction Strategy to the Assessment of Student Motivation

Cited by 9 publications

References 41 publications

Methods for questionnaire design: a taxonomy linking procedures to test goals

Methods for questionnaire design: a taxonomy linking procedures to test goals

The prototype concept in personality assessment.

Impulsivity in the eye of the beholder: an analysis of teachers' concepts of impulsive and reflective behaviour

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