目的汉化孕妇尿失禁知信行量表(knowledge,attitude and practice assessment scale for pregnant women on UI,KAP-IU)并评价其信度、效度,为医护人员对孕妇尿失禁知信行情况的评估提供测量工具。方法2022年12月—2023年3月按照国际通...目的汉化孕妇尿失禁知信行量表(knowledge,attitude and practice assessment scale for pregnant women on UI,KAP-IU)并评价其信度、效度,为医护人员对孕妇尿失禁知信行情况的评估提供测量工具。方法2022年12月—2023年3月按照国际通用量表跨文化调适流程对量表进行汉化,形成中文版KAP-IU量表。2023年3月—6月采用便利抽样选取门诊就诊孕妇456例进行调查,基于Rasch模型和经典测量学检验指标进行信度、效度检验。结果430例孕妇完成研究。中文版KAP-IU量表共由23个条目构成,符合Rasch模型单维性假设,Rasch模型解释了66.1%的变异;个人和条目的分隔信度均>0.8,分隔指数≈3,所有条目加权的均方拟合统计量(information-weighted mean square fit statistic,Infit MNSQ)和未加权的均方拟合统计量(unweighted mean square fit statistic,Outfit MNSQ)均方值在0.473~1.611之间,点测量相关系数(point-measure correlation,Pt-Measure Corr)在0.293~0.731之间,个体能力均值比条目难度均值高0.343 Logits;总量表Cronbachα系数为0.783,3个维度(知识、态度和行为)的重测信度分别为0.751、0.815、0.760;条目水平内容效度指数(item-level CVI,I-CVI)为0.810~1.000;量表水平内容效度(scale-level CVI,S-CVI)为0.824。结论中文版KAP-IU量表在国内孕妇人群中经验证信度、效度良好,难度适中,可作为孕妇尿失禁知信行情况评估的可靠工具。展开更多
科学建模能力是科学思维能力重要组成部分,其发展与评价应当成为教学工作的重点。本研究通过初步构建高中生生物学科学建模能力测评框架并尝试开发测评工具,最终利用Rasch模型对工具进行检验,进而证明工具的有效性,为教师及其他研究者...科学建模能力是科学思维能力重要组成部分,其发展与评价应当成为教学工作的重点。本研究通过初步构建高中生生物学科学建模能力测评框架并尝试开发测评工具,最终利用Rasch模型对工具进行检验,进而证明工具的有效性,为教师及其他研究者提供评价思路。The ability to engage in scientific modeling is an important component of scientific thinking skills, and its development and assessment should become a focus of teaching work. This study preliminarily constructs an assessment framework for high school students’ scientific modeling abilities in biology and attempts to develop assessment tools. Ultimately, the study uses the Rasch model to test these tools, demonstrating their validity and providing evaluation ideas for teachers and other researchers.展开更多
儿童早期数学能力评估对数学能力的发展研究具有重要意义,研究修订了《早期数学能力评估工具》(Research-Based Early Math Assessment,REMA),并对其信度和效度进行检验.研究以上海市两所幼儿园313名儿童为研究对象,采用项目反应理论中...儿童早期数学能力评估对数学能力的发展研究具有重要意义,研究修订了《早期数学能力评估工具》(Research-Based Early Math Assessment,REMA),并对其信度和效度进行检验.研究以上海市两所幼儿园313名儿童为研究对象,采用项目反应理论中的Rasch模型检验REMA的信效度.结果表明,REMA的信度较好,基本为单一的能力维度结构,怀特图说明量表整体适合中高水平的被试,各个项目的内外适合度指标在0.5~1.5之间,符合Rasch模型,早期数学能力与数学学习品质呈中高水平相关(相关系数在0.34~0.61之间).研究表明,REMA量表具有良好的信效度,适合作为评估3~6岁学前儿童数学能力的有效工具.展开更多
本研究运用Rasch模型对某次心理学课程考试的8个主观题进行了分析。结果显示数据与模型拟合达到Rasch理论要求。分析结果包括题目阈值参数、考生能力、信息量等。结果表明主观题的8个题目是一组高质量的题目。分析结果为今后进一步修订...本研究运用Rasch模型对某次心理学课程考试的8个主观题进行了分析。结果显示数据与模型拟合达到Rasch理论要求。分析结果包括题目阈值参数、考生能力、信息量等。结果表明主观题的8个题目是一组高质量的题目。分析结果为今后进一步修订和完善评价方案、改进命题、提高学业诊断质量提供相关的测量学参考依据。This study used the Rasch model to analyze 8 subjective items from a psychology course exam. The results show that the data fit the model according to the requirements of Rasch theory. The analysis results include threshold parameters, students’ abilities and test information. The results show that 8 subjective questions form a high-quality set of questions. The analysis results provide relevant measurement references for further revision and improvement of the evaluation scheme, improvement of test items, and enhancement of the quality of academic assessment.展开更多
AIM:To develop the 17-item Asthenopia Survey Questionnaire(ASQ)-17 by Rasch analysis,and to generate a predictiveness score.METHODS:Totally 739 participants were recruited and 680 were involved in the result analysis ...AIM:To develop the 17-item Asthenopia Survey Questionnaire(ASQ)-17 by Rasch analysis,and to generate a predictiveness score.METHODS:Totally 739 participants were recruited and 680 were involved in the result analysis in this prospective,cross-sectional study.Three rounds of Rasch analysis were used to analyze the psychometric characteristics of items and options.RESULTS:Phase 1 assessed the original ASQ-19,adjusted the item scoring mode to a four-point Likert response rating scale and combined the 18th and 19th items into a new item.Phase 2 deleted the 11th item.Phases 3 and 4 assessed the new ASQ-17.All the evaluation indexes of ASQ-17 were acceptable.The Infit and Outfit MnSq values of items were 0.67-1.48,the variance explained by the principal component and the unexplained variance explained by the first contrast were 53.90%-59.40%and 1.50-1.80 in three dimensions.The curve peaks of scores in each dimension were separated and in the same order.The PSR and PSI values were 2.80 and 0.89,respectively.The mean scores of dimensions A(9.5±4.1 vs 3.5±3.2),B(7.3±3.3 vs 2.5±2.7),C(4.3±2.2 vs 1.4±2.0)and total(21.1±8.1 vs 7.4±7.0)in asthenopia participants were significantly higher than those without asthenopia(all P<0.001).The area under the curve in two groups was 0.899(P<0.001).Youden’s index was up to the maximum value of 0.784 when the cut-off value was 12.5.CONCLUSION:ASQ-17 has stronger option sorting and suitability than ASQ-19.It is an effective assessment tool for asthenopia with an optimal cut-off threshold value of 12.5,which is suitable for diagnosis and curative effect evaluation.展开更多
文摘目的汉化孕妇尿失禁知信行量表(knowledge,attitude and practice assessment scale for pregnant women on UI,KAP-IU)并评价其信度、效度,为医护人员对孕妇尿失禁知信行情况的评估提供测量工具。方法2022年12月—2023年3月按照国际通用量表跨文化调适流程对量表进行汉化,形成中文版KAP-IU量表。2023年3月—6月采用便利抽样选取门诊就诊孕妇456例进行调查,基于Rasch模型和经典测量学检验指标进行信度、效度检验。结果430例孕妇完成研究。中文版KAP-IU量表共由23个条目构成,符合Rasch模型单维性假设,Rasch模型解释了66.1%的变异;个人和条目的分隔信度均>0.8,分隔指数≈3,所有条目加权的均方拟合统计量(information-weighted mean square fit statistic,Infit MNSQ)和未加权的均方拟合统计量(unweighted mean square fit statistic,Outfit MNSQ)均方值在0.473~1.611之间,点测量相关系数(point-measure correlation,Pt-Measure Corr)在0.293~0.731之间,个体能力均值比条目难度均值高0.343 Logits;总量表Cronbachα系数为0.783,3个维度(知识、态度和行为)的重测信度分别为0.751、0.815、0.760;条目水平内容效度指数(item-level CVI,I-CVI)为0.810~1.000;量表水平内容效度(scale-level CVI,S-CVI)为0.824。结论中文版KAP-IU量表在国内孕妇人群中经验证信度、效度良好,难度适中,可作为孕妇尿失禁知信行情况评估的可靠工具。
文摘科学建模能力是科学思维能力重要组成部分,其发展与评价应当成为教学工作的重点。本研究通过初步构建高中生生物学科学建模能力测评框架并尝试开发测评工具,最终利用Rasch模型对工具进行检验,进而证明工具的有效性,为教师及其他研究者提供评价思路。The ability to engage in scientific modeling is an important component of scientific thinking skills, and its development and assessment should become a focus of teaching work. This study preliminarily constructs an assessment framework for high school students’ scientific modeling abilities in biology and attempts to develop assessment tools. Ultimately, the study uses the Rasch model to test these tools, demonstrating their validity and providing evaluation ideas for teachers and other researchers.
文摘儿童早期数学能力评估对数学能力的发展研究具有重要意义,研究修订了《早期数学能力评估工具》(Research-Based Early Math Assessment,REMA),并对其信度和效度进行检验.研究以上海市两所幼儿园313名儿童为研究对象,采用项目反应理论中的Rasch模型检验REMA的信效度.结果表明,REMA的信度较好,基本为单一的能力维度结构,怀特图说明量表整体适合中高水平的被试,各个项目的内外适合度指标在0.5~1.5之间,符合Rasch模型,早期数学能力与数学学习品质呈中高水平相关(相关系数在0.34~0.61之间).研究表明,REMA量表具有良好的信效度,适合作为评估3~6岁学前儿童数学能力的有效工具.
文摘本研究运用Rasch模型对某次心理学课程考试的8个主观题进行了分析。结果显示数据与模型拟合达到Rasch理论要求。分析结果包括题目阈值参数、考生能力、信息量等。结果表明主观题的8个题目是一组高质量的题目。分析结果为今后进一步修订和完善评价方案、改进命题、提高学业诊断质量提供相关的测量学参考依据。This study used the Rasch model to analyze 8 subjective items from a psychology course exam. The results show that the data fit the model according to the requirements of Rasch theory. The analysis results include threshold parameters, students’ abilities and test information. The results show that 8 subjective questions form a high-quality set of questions. The analysis results provide relevant measurement references for further revision and improvement of the evaluation scheme, improvement of test items, and enhancement of the quality of academic assessment.
基金Supported by Wenzhou Science and Technology Bureau Project(No.Y2020036)the National Science Foundation of China(No.82000861)National Key Research and Development Program of China(No.2020YFC2008200).
文摘AIM:To develop the 17-item Asthenopia Survey Questionnaire(ASQ)-17 by Rasch analysis,and to generate a predictiveness score.METHODS:Totally 739 participants were recruited and 680 were involved in the result analysis in this prospective,cross-sectional study.Three rounds of Rasch analysis were used to analyze the psychometric characteristics of items and options.RESULTS:Phase 1 assessed the original ASQ-19,adjusted the item scoring mode to a four-point Likert response rating scale and combined the 18th and 19th items into a new item.Phase 2 deleted the 11th item.Phases 3 and 4 assessed the new ASQ-17.All the evaluation indexes of ASQ-17 were acceptable.The Infit and Outfit MnSq values of items were 0.67-1.48,the variance explained by the principal component and the unexplained variance explained by the first contrast were 53.90%-59.40%and 1.50-1.80 in three dimensions.The curve peaks of scores in each dimension were separated and in the same order.The PSR and PSI values were 2.80 and 0.89,respectively.The mean scores of dimensions A(9.5±4.1 vs 3.5±3.2),B(7.3±3.3 vs 2.5±2.7),C(4.3±2.2 vs 1.4±2.0)and total(21.1±8.1 vs 7.4±7.0)in asthenopia participants were significantly higher than those without asthenopia(all P<0.001).The area under the curve in two groups was 0.899(P<0.001).Youden’s index was up to the maximum value of 0.784 when the cut-off value was 12.5.CONCLUSION:ASQ-17 has stronger option sorting and suitability than ASQ-19.It is an effective assessment tool for asthenopia with an optimal cut-off threshold value of 12.5,which is suitable for diagnosis and curative effect evaluation.
