Development of An Instrument for Measuring the Student Learning Outcomes: A Content Validation Process

Handage, Sushant; Chander, Mahesh

doi:10.48165/ijee.2021.57302

Cited by 5 publications

(7 citation statements)

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“…(4 indicate highly relevant; 3 indicate relevant with minor revision; 2 indicate item needs major revision and 1 represent not relevant). However, during the calculation of CVI, the scale is dichotomized by recoding all responses with 3 and 4 as 1 and all responses with 1 and 2 as zero where 1 means 'relevant' and 0 means 'not relevant' as suggested by Lynn, et al (1986), Yusoff, (2019, Handage and Chander, (2021). Following formula is used to calculate the CVI for both item and scale.…”

Section: Methodsmentioning

confidence: 99%

“…Scales are the manifestation of latent constructs and are developed to measure behaviour, attitude, perception that are believed to subsist as a result of theoretical understanding (DeVellis, et al 1991, Handage & Chander, 2021. Success of scale development depends on the ability to accurately and reliably operationalise the unobservable construct (Hinkin, 1995).…”

Section: Fig 1 Theoretical Framework Of Competency Scale Development ...mentioning

confidence: 99%

“…Relevance and representativeness are the two key aspects of content validation (Pilot, et al and Beak, 2006, and Chander, 2021). Content validity refers to the adequacy with which a measure assesses the domain of interest (Hinkin, 1995).…”

Section: Step-iii: Content Validation Of the Instrumentmentioning

confidence: 99%

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A Scale to Measure Core Competency of Extension Field Functionaries in Land Resource Inventory Based Watersheds

Ravi¹,

Patil²

2022

GJoEE

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The scale development process is widely accepted and used as a quantitative tool to measure constructs in behavioural research. In the present paper, the objective was to develop core competency scale to measure the Knowledge, Attitude, Skills and other attributes of the extension field functionaries working under Land Resource Inventory based watersheds. A deductive scale development approach is adopted for construction of scale. Elaborative steps were followed to develop competency scale that should be parsimonious. In the present scale experts identified six major core competency domain areas like Planning, Communication, Technical, Program implementation, Professional and Information Technology competencies needed by extension field functionaries for effective execution of watershed activities. After judgment and content validity of the instrument, 38 items were selected for final scale and reliability was checked using Cronbach's alpha. The final scale is used to measure the competency gaps existing among extension field functionaries working in Land Resource Inventory based watersheds.

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Section: Methodsmentioning

confidence: 99%

Section: Fig 1 Theoretical Framework Of Competency Scale Development ...mentioning

confidence: 99%

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A Scale to Measure Core Competency of Extension Field Functionaries in Land Resource Inventory Based Watersheds

Ravi¹,

Patil²

2022

GJoEE

View full text Add to dashboard Cite

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“…Handage and Chander [14] found "the content validity is assessed in two rounds, in the first round the Content Validity Ratio (CVR) is computed and the items with a CVR critical value of 0.407 or above were accepted and subjected to the computation of Content Validity Index (CVI) in the second round. Modified kappa values were determined to overcome the chance factor.…”

Section: Review Of Literaturementioning

confidence: 99%

An In-depth Examination of Validity Assessment: Exploring Diverse Methodologies and Dimensions of Validity in Social Research Studies

Ansari,

Khan

2023

AJAEES

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Validity refers to the extent to which a test accurately measures what it claims to measure. Validity is a matter of degree. The study is done to know the various methods of validity. Validity is a fundamental aspect of research quality, which is why it is important to assess the various methods of validity. Descriptive research was used for the study. It was examined that face validity refers to an indicator that seems to measure its construct “on its face”. Content validity is a form of judgmental validity, that involves determining if a test adequately represents the content domain. Criterion-related validity methods include concurrent and predictive approaches. Construct validity assesses how well theoretical ideas are translated into measurable variables. Face validity involves examining whether a measurement appears suitable based on its operationalization on the face of it. Lawshe's content validity ratio quantifies expert agreement on the essentiality of individual items in a test or scale. In contrast, the content validity index considers overall expert agreement on the representativeness of items collectively within a test or scale. It considers the agreement among experts regarding the content validity of the entire set of items. Cohen’s Kappa is used to assess the level of agreement between two or more raters or observers when coding or categorizing data. The kappa coefficient is particularly useful when chance agreement among raters is possible. Item Objective Congruence evaluates the efficacy of items in measuring one or more objectives, accomplished by an unbiased expert panel provides evidence of content validity. The most significant assessment at this stage is determining if items and objectives are congruent. Concurrent and predictive validity are assessed using Pearson's correlation and Spearman rank correlation coefficients respectively. The Multi-trait Multimethod Matrix (MTMM), evaluates the construct validity of measures. Validity is essential for ensuring credible and meaningful research findings by enhancing the trustworthiness of the measuring instruments.

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“…As an centre of culture and academic excellence, it is engaged in exploring, generating, and transmitting knowledge, thus demanding for shouldering more responsibility for students than that of before (Johal et al, 2010). According to Handage & Chander (2021) the capability of the universities to impart a multicompetencies skillset instead of single one in the students to be able to do justice to their targeted profession. It becomes an obligation for teachers to synchronise with the different learning styles of each student owing to their multi-dimensional personalities (Sharma et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Constraints Affecting the Teachers’ Job Satisfaction of Odisha University of Agriculture and Technology, Odisha

Jayasingh

Gowda

Tripathy

et al. 2022

ijee

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The study was conducted in three campuses of Orissa University of Agriculture and Technology, Bhubaneswar viz. Bhubaneswar, Chiplima and Bhawanipatna in 2019 to find out constraints affecting the job satisfaction along with the suggestions for improving the job satisfaction of teachers working in the University. Ninety respondents from these three campuses were selected for the study using a random sampling procedure. Data was collected from the respondents by implementing personal interview method. Majority of the respondents state that the constraints like lack of enough teaching staff, duty related workload, insufficient staff quarters and shortage of lands for research and practical classes were prominent in hampering their job satisfaction. The suggestions for solving the constraints predominantly suggested were teachers’ recruitment for workload optimization, adequate staff quarters, sanctioning adequate funding along with lands for research.

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Development of An Instrument for Measuring the Student Learning Outcomes: A Content Validation Process

Cited by 5 publications

References 0 publications

A Scale to Measure Core Competency of Extension Field Functionaries in Land Resource Inventory Based Watersheds

A Scale to Measure Core Competency of Extension Field Functionaries in Land Resource Inventory Based Watersheds

An In-depth Examination of Validity Assessment: Exploring Diverse Methodologies and Dimensions of Validity in Social Research Studies

Constraints Affecting the Teachers’ Job Satisfaction of Odisha University of Agriculture and Technology, Odisha

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