Establishing Content-Oriented Evidence for Psychological Assessments

Lambie, Glenn W.; Blount, Ashley J.; Mullen, Patrick R.

doi:10.1080/07481756.2017.1336930

Cited by 36 publications

(24 citation statements)

References 11 publications

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“…Next, we identified five content experts known for their scholarship and leadership on the topics of multiculturalism and social justice within the field of counseling to review the IPSI items (DeVellis, 2017; Lambie, Blount, & Mullen, 2017). These experts were selected because of their authorship on literature related to this topic.…”

Section: Methodsmentioning

confidence: 99%

The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors‐in‐Training

Pester

Lenz

Watson

2020

Couns Edu & Supervision

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Section: Methodsmentioning

confidence: 99%

The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors‐in‐Training

Pester

Lenz

Watson

2020

Couns Edu & Supervision

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“…The FEMAT item pool was developed using guidelines presented by Crocker and Algina (2006). The steps outlined below are necessary to establish content-oriented evidence for the instrument (Lambie et al, 2017). First, a definition of the construct of "everyday strategy use," examining one's ability to use EMAs to compensate for impairments in cognition to enhance the completion of everyday tasks, was established.…”

Section: Phase 1: Development and Content Validity Of The Fematmentioning

confidence: 99%

Development and Initial Validation of the Functional External Memory Aid Tool

Lanzi

Bourgeois

Dedrick

2020

Am J Speech Lang Pathol

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Purpose The purpose of this study was to develop the item pool and investigate the structure and measurement properties of the Functional External Memory Aid Tool (FEMAT), a performance-based measure of everyday strategy use for persons with mild memory impairments. The FEMAT examines one's use of strategies to compensate for cognitive communication impairments that interfere with the completion of complex daily tasks. Method During Phase 1, six expert panel members reviewed the initial item pool and scoring rubric to assess item verification. Each item was developed to elicit strategy use and represent a complex daily task. During Phase 2, 99 participants with possible mild neurocognitive disorder (as determined by screening procedures) responded to 11 items. The factor structure of the data was analyzed using confirmatory factor analysis. Reliability and relationships between the FEMAT and additional factors were also examined. Results The process of development (Phase 1) resulted in 11 items distributed among three factors: (a) Medical Tasks, (b) Instrumental Daily Tasks, and (c) Retrieval-Based Tasks. Internal consistency (Phase 2), assessed with confirmatory factor analysis, confirmed the proposed three-factor model. Reliability analyses revealed at least 62%–84% of within-test score variance was due to true score variance. Correlation analyses indicated weak and strong relationships between the FEMAT and participant demographic variables and additional assessment measures. Conclusions The FEMAT provides reliable measurement of everyday external memory aid use in persons with possible mild neurocognitive disorder. The FEMAT was designed to be used in clinical settings and to provide better guidance to clinicians to design person-centered interventions than currently available cognitive communication measures.

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“…Five types of validity evidence can support evaluating the applicability of a measure for any population of students. First, content-related evidence is established when assessment developers align items with operational definitions of a construct such as school climate (Lambie, Blount, & Mullen, 2017). Next, evidence of response processes is demonstrated as participants affirm understanding item purpose, intent, and meaning in ways consistent with the intended response patterns (Peterson, Peterson, & Powell, 2017).…”

Section: Validity and Reliability Evidence As Indicators Of Applicabimentioning

confidence: 99%

Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

Rocha

Lenz

Aras

2019

Hispanic Journal of Behavioral Sciences

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The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

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Establishing Content-Oriented Evidence for Psychological Assessments

Cited by 36 publications

References 11 publications

The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors‐in‐Training

The Development and Evaluation of the Intersectional Privilege Screening Inventory for Use With Counselors‐in‐Training

Development and Initial Validation of the Functional External Memory Aid Tool

Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

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