DEVELOPMENT AND PSYCHOMETRIC TESTING OF KNOWLEDGE, ATTITUDE, AND PRACTICE ON COVID-19 OUTBREAK QUESTIONNAIRE (KAPCovQ) FOR GENERAL COMMUNITY

Objective: To develop a valid and reliable questionnaire about knowledge, attitudes, and practices towards Covid-19 (KAPCovQ) in the general community based on psychometric properties. Methods: This study consisted of item development, scale development, and scale evaluation. Item development was based on literature review and content validity by experts. Scale development was conducted by pre-testing ten respondents. Scale evaluation was assessed using 375 respondents. Scale evaluation included construct validity with exploratory factor analysis (EFA) followed by confirmatory factor analysis (CFA) and reliability test with Cronbach’s α, composite reliability, and test-retest reliability. Results: The final KAPCovQ consisted of 3 domains with 31 items. Twelve items of the knowledge domain met the acceptable range for item analysis. Three factors of attitude domain and one factor of practice domain showed that 59.13% and 57.97% of the total variance respectively were identified in EFA. The result of the CFA for both attitude and practices domain indicated acceptable fit indices for the proposed model. The CFA model fit indices of attitude domain were χ2/df 2.05, p-value 0.01, GFI 0.92, RMSEA 0.07, TLI 0.90, CFI 0.92, and PNFI 0.64 and practices domain were χ2/df 1.18, p-value 0.28, GFI 0.98, RMSEA 0.03, TLI 0.98, CFI 0.99, and PNFI 0.54. Knowledge and all factors in the attitude and practice domain had an acceptable range in internal consistency reliability and test-retest reliability. Conclusion: The finding of this study demonstrated that KAPCovQ is valid and reliable for measuring the KAP on Covid-19 in the general community.

Person-Centered Assessment: Evaluating Positive Psychosocial Measures in Dementia Research

Person-centered principles continue to redefine the nature of dementia care, but less attention has been given to integration of person-centered principles into clinical assessment and dementia research. As a result, identification of deficits and cognitive impairment tends to dominate clinical and research efforts, whereas strengths and positive characteristics need more research. This paper examines existing positive psychosocial measures of psychological wellbeing, hope, spirituality, resilience, social relationship, dignity, and at-homeness. Many of these measures demonstrate strong psychometric properties and have been identified as promising outcome measures for strengths-based studies and approaches to care. This paper will evaluate the extent to which these measures used a person-centered approach to item development and testing, and whether item content is consistent with person-centered principles. Future directions for instrument development require greater inclusion of people living with dementia and family caregivers.

The Need for Person-Centered Measures for Dementia Research and Care

The importance of person-centered medical and psychosocial care has become widely recognized, but there is abundant evidence that care is not always person-centered. In 2018, the Alzheimer’s Association published their evidence-informed Dementia Care Practice Recommendations, which address nine domains all grounded in a person-centered perspective. Following that work, the Association launched LINC-AD -- Leveraging an Interdisciplinary Consortium to Improve Care and Outcomes for Persons Living with Alzheimer's and Dementia. An early effort of LINC-AD, and the focus of this symposium, examined what measures are available to guide care and assess outcomes, and the extent to which they embrace person-centeredness. The results have been disappointing. This session will highlight the importance of person-centered measures in five domains of the Dementia Care Practice Recommendations, based on comprehensive reviews of literature. Each paper, presented by LINC-AD research advisors, will examine available measures and raise questions about gaps using a person-centered lens. Katie Maslow will describe frequently used measures and identify person-centered measures that could be added to studies of alternate procedures intended to increase detection and diagnosis. Drs. Mast and Molony will discuss a person-centered approach to item development and testing for assessment. Emilee Ertle will discuss the need to measure interpersonal and contextual factors associated with behavioral expressions. Drs. Prizer and Zimmerman will compare measures of dressing ability and their person-centered components. Dr. Calkins will examine the strengths and limitations of environmental assessment tools. As Discussant, Dr. Gitlin will integrate the findings from all five presentations, suggesting directions for the future.

A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment

Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV. Specifically, the model includes CIV due to three factors: the variability of assessment item scenarios, judging severity, and rater scoring sensitivity to the scenarios in tasks. We proposed using the many-facet Rasch measurement (MFRM) to examine the CIV because this measurement model can compare different CIV factors on a shared scale. To demonstrate how to apply this framework, we applied the framework to a video-based science teacher pedagogical content knowledge (PCK) assessment, including two tasks, each with three scenarios. Results for task I, which assessed teachers’ analysis of student thinking, indicate that the CIV due to the variability of the scenarios was substantial, while the CIV due to judging severity and rater scoring sensitivity of the scenarios in teacher responses was not. For task II, which assessed teachers’ analysis of responsive teaching, results showed that the CIV due to the three proposed factors was all substantial. We discuss the conceptual and methodological contributions, and how the results inform item development.

Development and Validation of the Nursing Students’ Rights Awareness Scale in Clinical Practice: A Scale Development Study

Nursing students perform clinical training in a variety of clinical practice fields, so their rights are important. Efforts are needed to accurately identify and measure the awareness of nursing students’ rights. This study aimed to develop and evaluate the psychometric properties of nursing students’ rights awareness scale. The study procedure was carried out in four stages: the concept analysis, item development, scale development, and scale evaluation stage. First, in the concept analysis stage, the attributes of the concept were derived. Second, in the item development stage, preliminary items were derived, and the content validity was verified. Third, in the scale development stage, a preliminary and main survey were conducted, and item reduction was implemented. Fourth, in the scale evaluation stage, construct validity and reliability were verified. The collected data were analyzed using the SPSS 24.0, and item analysis was conducted using skewness, kurtosis, and item-total correlation scores. The construct validity was assessed by exploratory factor analysis, convergent validity, and divergent validity. The reliability was analyzed using Cronbach’s alpha coefficient and composite reliability. The final version of the scale was tested on 240 nursing students from three cities in South Korea. From the construct validity, three factors and 14 items were selected. The factors included “the rights to be protected, cared for, supported, and respected” (eight items), “the rights to be recognized as a member of a nursing team” (three items), and “the rights to learn” (three questions). The reliability of the scale was also verified. Through this study, the scale was developed to identify the rights of nursing students in clinical practice. The implication of this study is that it has laid the foundation for measuring the rights of nursing students applicable in clinical settings for the first time. The limitation of this study is that data were collected in some regions. Therefore, it is necessary to verify the validity and reliability of the scale in various cultures.

Developing a new human-autonomy team cohesion Scale

Cohesion is an important construct in understanding human-autonomy team dynamics and effectiveness, yet methods to adequately measure this construct are still being developed. Here we describe the initial steps of the development of a new human-autonomy team cohesion scale: item development, content validation, and preliminary scale item evaluation. The initial item pool was developed resulting in 134 items and underwent content validation with subject matter experts to reduce the item pool to 82. For the content validation, participants watched a set of video clips displaying examples of high and low human-autonomy team cohesion and rated the clips using the new human-autonomy team cohesion scale. Preliminary results revealed that our new human-autonomy team cohesion scale is a reliable and valid measure of cohesion in these contexts. Additionally, ratings for the high cohesion clips were somewhat higher than the low cohesion clips. Further analyses will determine if each of the items are contributing to the overall validity of the scale and will be further evaluated for possible removal.

Development of a Participation-Focused Measure of Interoception

Date Presented 04/9/21 This study focused on item development of an interoceptive measure grounded in Dunn's Sensory Processing Framework and participation. Items were identified that correlated with their intended subscale. The resulting subscales had good internal consistency (α = .63–.88). These initial findings will be valuable for the further development of an interoception scale that OTs can use for intervention planning. Primary Author and Speaker: Catana Brown Contributing Authors: Tsu-Hsin Howe, Janet Njelesani

Assessments on Vocational Knowledge and Skills: A Content Validity Analysis

<p style="text-align: justify;">While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.</p>

The Importance, Opportunities, and Challenges of Empirically Assessing Character for the Promotion of Flourishing

The article discusses the importance of quantitative empirical character assessment for better understanding the formation of character and for promoting virtue and thereby also human flourishing. Attention is given to a number of challenges in developing character survey items along with criteria for evaluating items and examples of successes and failures in item development. Discussion is also given to future opportunities to include character assessments in large longitudinal cohort studies, to develop scalable character interventions, and to promote the formation of character through various communities.

Development of a New Personality-Oriented Work Analysis Questionnaire: First Steps Towards Validation

In this paper we detail the construction and validation process for a new personality-oriented work analysis instrument, in the form of a standardized questionnaire, based on extant research that shows that personality traits are good predictors of job performance. We present the process of item development, frame of reference training, rating scale creation, and the selection of subject matter experts. By administering the instrument to three distinct positions, the interrater reliability coefficients resulted between .80 and .94. We also investigated the instrument’s ability to discriminate between the same rated positions, and the results for this indicator were quite low. Conclusions provide some possible explanations for the lower resulted discriminability. Practical and theoretical implications are discussed as well as other future research for general improvement of data quality.