Examining the psychometric properties of the Swedish version of Clinical Outcomes in Routine Evaluation–Outcome Measure (CORE‐OM) in a clinical sample using classical test theory and item response theory

Åström, Elisabeth; Sundström, Anna; Lyrén, Per-Erik

doi:10.1002/cpp.2808

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…IRT is useful for analyzing differential item functioning (DIF) and detecting item bias. This DIF analysis can also be applied as one type of measurement invariance (MI) testing in some studies (Åström et al 2022;Visser et al 2017;Zhong et al 2023). SEM is a statistical technique used to model complex relationships between variables.…”

Section: Theoretical Perspectives To Assessmentsmentioning

confidence: 99%

Exploring the Accuracy and Consistency of a School Readiness Assessment Tool for Preschoolers: Reliability, Validity and Measurement Invariance Analysis

Józsa,

Oo,

Borbélyová

et al. 2023

J. Intell.

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This study focuses on examining the psychometric properties of the DIFER test, a widely used assessment tool for measuring school readiness. DIFER, which stands for Diagnostic Assessment Systems for Development, has gained prominence in Hungary and some European countries as an effective means of evaluating children’s readiness for school. By investigating the reliability and validity of the DIFER test, this study aims to enhance the understanding of the suitability of the DIFER test for cross-cultural and longitudinal studies in assessing school readiness. Conducted as a survey study, the research involved 3050 Hungarian students from Slovakia and Hungary. Employing Rasch analysis and multi-group confirmatory factor analysis (MG-CFA) aid in verifying the precision of the DIFER test as a valuable assessment instrument for determining school readiness. The results revealed a strong alignment between the difficulty level of the test and students’ actual abilities, demonstrating its reliability and validity. Importantly, the analysis found measurement invariance across various factors, including country, gender, and age. This indicates the consistent performance of the DIFER test in assessing school readiness across diverse groups. However, mean differences in latent abilities were observed among different age groups, indicating that older students exhibited notably higher proficiency in pre-mathematical skills compared to their younger counterparts. The findings offer valuable insights to educators, providing a reliable tool for assessing school readiness and identifying areas for improvement.

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Section: Theoretical Perspectives To Assessmentsmentioning

confidence: 99%

Exploring the Accuracy and Consistency of a School Readiness Assessment Tool for Preschoolers: Reliability, Validity and Measurement Invariance Analysis

Józsa,

Oo,

Borbélyová

et al. 2023

J. Intell.

View full text Add to dashboard Cite

show abstract

“…Internal consistency reliability is checked by calculating the Cronbach α coefficient based on the standardization terms for the entire questionnaire separately as well as for each subscale. A low Cronbach's alphas less than 0.70 indicates insufficient internal consistency, while a high Cronbach's alphas greater than 0.90 indicates project redundancy [28][29][30] . The structural validity is mainly reflected by the value of the KMO coefficient and the Bartlett sphericity test.…”

Section: Item Response Theory (Irt) Methods Can Contribute With Impor...mentioning

confidence: 99%

Development and testing of physical activity literacy scales for elementary school students

zan

et al. 2023

Preprint

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Background: At this stage, Chinese research on physical activity literacy is still in its infancy, and the domestic primary school students' physical activity literacy assessment questionnaire is also in a state of development. In this study, a set of questionnaire scales for measuring the physical activity literacy of primary school students was compiled according to the characteristics of primary school students in different school stages, and the population measurement was carried out by using this scale, and then the accuracy of the scale and the fit according to the Rasch model were judged. Methods: We compiled a set of scales for measuring the physical activity literacy of primary school students, and directly distributed the questionnaires to primary school students in four regions of Hebei Province, Sichuan Province, Shenzhen City and Qinghai Province for actual measurement. We also used Rasch analysis to study the single-dimensionality, reliability, resolution and fitting degree of the questionnaire to judge the accuracy of the scale, aiming to provide a strong reference for the subsequent revision and wide application of the questionnaire. Results: The item reliability coefficient of all questionnaires was 1, and the item separation degree was 16.08, 16.71 and 18.18, respectively, all of which were greater than 3, indicating that the internal consistency of the questionnaire was better and the students with different ability levels could be better distinguished. The one-dimensional hypothesis of the three questionnaires holds. The project-person figure shows that the difficulty of the questionnaire items can be well matched with the subject's ability level. The average values of Infit MNSQ and Outfit MNSQ in the questionnaire were between 0.5-1.5, and the overall fit was good, and the data were in good agreement with the ideal model. In the fitting statistics of a single entry, it was found that the three grade levels generally showed poor fitting on the questions of whether they should continue to exercise after injury, whether it was appropriate to be sedentary and inactive, whether weather with severe air pollution was suitable for outdoor sports, and motivation for sports tests and motivation to like challenges. In subsequent modifications, we will delete and improve these questions or modify the statements of these questions to appropriately increase the difficulty of the questions. Conclusion: The one-dimensional test passed, reliable and internally consistent of the questionnaire was high, the difficulty of the item and the matching degree of population ability were high, and the questionnaire fit the model well. The questionnaire as a whole can form a questionnaire on sports health literacy of primary school students with good reliability and validity.

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Exploring the factor structure of a Chinese version of the CORE-OM: insights from network approach and bifactor modeling

Deng,

Wang,

Zhi

et al. 2024

Psychotherapy Research

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Examining the psychometric properties of the Swedish version of Clinical Outcomes in Routine Evaluation–Outcome Measure (CORE‐OM) in a clinical sample using classical test theory and item response theory

Cited by 3 publications

References 32 publications

Exploring the Accuracy and Consistency of a School Readiness Assessment Tool for Preschoolers: Reliability, Validity and Measurement Invariance Analysis

Exploring the Accuracy and Consistency of a School Readiness Assessment Tool for Preschoolers: Reliability, Validity and Measurement Invariance Analysis

Development and testing of physical activity literacy scales for elementary school students

Exploring the factor structure of a Chinese version of the CORE-OM: insights from network approach and bifactor modeling

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