Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development

Abstract

Qualitative research supports a developmental dimension in views on

Validation and Reliability of Healthcare Workers’ Knowledge, Attitude, and Practice Instrument for Uncomplicated Malaria by Rasch Measurement Model

“…The low separation index values of the items might partly be influenced by the sample size of the study population, although, it has been reported that small sample could be enough for validity analysis of instrument using Rasch measurement model (Bond and Fox, 2015), which was evident in the item reliability and separation index values for knowledge. On the contrary, studies have also shown that increasing the sample size might result in the increase and better separation index and reliability of a scale (Linacre, 2012;Golino et al, 2014;Kjellström et al, 2016). Mutatis mutandis, there were observed increment in persons' reliability measures to 0.64, 0.61, and 0.70 for KAP, respectively (Table 4) compared to those in the draft scale ( Table 2).…”

Psychometric Classical Theory Test and Item Response Theory Validation of Patients’ Knowledge, Attitudes and Practices of Uncomplicated Malaria Instrument

“…In addition, the Rasch model revealed the detailed characteristics of both the items and the respondents through index values that indicated the levels of difficulties of the items and the respondents' abilities to respond to the items, as compared to the CTT studies which only concentrated on the test items. similar study conducted by Rodrigues et al 26 The observed acceptability of the draft scale by patients during the preliminary stage of exploratory factor analysis might imply that the questions were neither too easy nor too hard for them and this might be good signals of the draft instruments' quality. 15,17 The observed weak correlation coefficients between some of the items might be due to possibility of the software treating all the 31 items as single dimension instruments rather than considering them as multi-dimensional during the computation, 15 therefore, to avoid elimination of potentially important items, all the 31 items were retained for EFA.…”

“…It might be possible that such decrease might be due to the deletion of some of the items that would have possibly increased the scales' precision and also decreasing its standard errors of measurement. 14,26 On the contrary, the deletion of misfit items resulted in an increase in the person reliability and separation values for attitude and practice and a decrease in knowledge con-…”

“…Although the conventional method of analysis has been in used for a long time for instrument validation, the model has some limitations including having only the test instrument as its basis and the outcomes of the analysis varies with variation in the sample population due to differences in re-struct values (Table 4), although, they were still within the acceptable limits. 14,26 This implied that such reduction resulted in better levels of consistency in the behaviors of the respondents when responding to the items, thereby improving the instruments' capacity to better distinguish them into low or high-performance' abilities in answering the attitude and practice-related questions. 14 While the decrease in person reliability and separation index for knowledge construct could be possible that some of the retained items were too difficult or not very clear for the respondents to appropriately respond to them, which might reduce the scales' capacity to better distinguish the population into low or highperformance' abilities base on their response patterns to the knowledgerelated items.…”

Value systems among adolescents: Novel method for assessing level of ego‐development

“…In the first step for the current value system measure, 15 domains of questions were created in domains that we thought adolescents could find motivating and interesting, but still noncontroversial, in the areas of school and leisure time. In each domain, three statements at different levels of development were constructed, using developmental theory and experience in teaching children and adolescents, using a similar approach as in Kjellström, Golino, Hamer, van Rossum and Almers (), Kjellström and Sjölander () and Sjölander et al . ().…”