Moral Reasoning in Secondary Education Curriculum: An Operational Definition

Lim, Lyndon; Chapman, Elaine

doi:10.1007/s40889-021-00129-z

Cited by 5 publications

(2 citation statements)

References 36 publications

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“…However, it has been established that having few individuals exhibiting Stage 6 does not provide warrant for doubting the model. Further, some challenged the prescriptive and invariant nature of the stages within his model, though there has been significantly more studies supporting the notion that moral reasoning development tends to proceed invariantly (Lim & Chapman, 2021a).…”

Section: Introductionmentioning

confidence: 99%

Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students

Lim

Chapman

2022

Sage Open

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Moral reasoning is a key element of the Singapore Ministry of Education’s Character and Citizenship Education curriculum, and educators in Singapore are currently encouraged to facilitate growth in students’ moral reasoning based on the Stages of Moral Development established by Lawrence Kohlberg. To monitor students’ progress in this area, however, a validated test of moral reasoning is needed. A review of existing moral reasoning assessments indicated that none provide a practical means by which large numbers of students in Singapore classrooms can be assessed in this area. In this study, the Moral Reasoning Questionnaire (MRQ) was developed and validated to assess moral reasoning development in Singapore secondary classrooms. The MRQ presents moral dilemmas that integrate prosocial, anti-social, and social pressure elements within situations that would be familiar to Singapore secondary (grades 7–12, aged between 12 and 18) students. Evidence supported the reliability and validity of the MRQ. The MRQ could be applicable as a practical means to assess moral reasoning on a broad-scale basis.

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Section: Introductionmentioning

confidence: 99%

Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students

Lim

Chapman

2022

Sage Open

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“…While personable and desirable, the approaches suggested are considerably resource intensive, given that teachers would have to record their discussions with each student as a form of tracking, without which they might not be conscious of progress made by each student. In light of this, the Moral Reasoning Questionnaire (MRQ) was developed upon an operational definition of moral reasoning proffered by Lim & Chapman (2021a) for use in Singapore schools on a large-scale basis for students aged between 12 and 18 (between grade 7 and 12), after an extensive review of established instruments found concerns with content appropriateness and group administrability (Lim & Chapman, 2021b). Based on critical stages recommended by the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association & National Council on Measurement in Education [AERA, APA & NCME], 2014), the MRQ was preliminarily validated in part on a classic test theory (CTT) factor analytic approach to establish its factorial structure, and the analyses found both quantitative and qualitative support for validity evidence and the reliability of the MRQ (Lim & Chapman, 2021c); quantitative support was established via the factor analytic approach (i.e., exploratory factor analysis followed by confirmatory factor analysis) and parallel analysis, while qualitative support was established via evidence from: (1) content appropriateness where an expert panel critique the initial item pool, and (2) response processes, where the items were validated through engaging five students, within the age range by which the MRQ was intended, in cognitive interviews (Willis, 2017).…”

Section: Introductionmentioning

confidence: 99%

Validation of the Moral Reasoning Questionnaire against Rasch Measurement Theory

Lim

Chapman

2022

Journal of Pacific Rim Psychology

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To support teachers in facilitating students’ moral reasoning development as specified within the Singapore Ministry of Education Character and Citizenship Education curriculum, the Moral Reasoning Questionnaire (MRQ) was developed and underwent preliminary validation. Based upon expert reviews, cognitive interviews and a classical test theory-based factor analytic approach, the development and preliminary validation found evidence (i.e., content appropriateness, response processes and internal structure) to support the validity and reliability of the MRQ. This study aims to extend the validation by examining the purported MRQ items and scale at a deeper level on the Rasch Measurement Theory, given that it is the only model that presents appropriate properties of interval measurement on a log-linear scale. The Rasch analysis found anomalies including differential item functioning and disordered thresholds in the initial set of items. Upon remediation and a second Rasch analysis, the MRQ responses were consistent with that expressed by the Rasch model (i.e., an item with an endorsability higher than what a respondent would tend to endorse would have a lower probability of being endorsed than an item exhibiting an endorsability below what that respondent would tend to endorse) and hence, there was sufficient evidence to support measurement invariance, and that MRQ scores could be concluded to characterise persons invariantly across a continuum.

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Moral Reasoning

Reynolds

2023

Encyclopedia of Heroism Studies

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Moral Reasoning in Secondary Education Curriculum: An Operational Definition

Cited by 5 publications

References 36 publications

Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students

Development and Preliminary Validation of the Moral Reasoning Questionnaire for Secondary School Students

Validation of the Moral Reasoning Questionnaire against Rasch Measurement Theory

Moral Reasoning

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