Establishing survey validity: A practical guide

Cobern, William W.; Adams, Betty

doi:10.21449/ijate.781366

Cited by 19 publications

(17 citation statements)

References 26 publications

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“…These item formats were identified in previous literature as items commonly used on traditional tests (see, for example, Koh, 2017;Miller et al, 2013). Additionally, putting clarifying terms in brackets after a concept is recommended by Cobern and Adams (2020) as part of the basic steps to instrument validation. Though essays are also frequently used on pen-and-paper tests, it was separated because some writers classify essays as performance assessment (e.g., Wren & Gareis, 2019).…”

Section: Quantitative Data Collection Methodsmentioning

confidence: 99%

“…The validity and reliability of the instrument were assured using data from two pilot studies, member checking, expert checking and a literature-validated theoretical model. According to Cobern and Adams (2020), theoretical models where the researcher uses the literature to create a model on which the survey instrument is developed "provide the first line of validity evidence for the survey" (p. 408). The selected demographic details, the assessment tools and strategies and their classification as traditional or alternative, the factors and types of feedback were all derived from the related literature.…”

Section: Quantitative Data Collection Methodsmentioning

confidence: 99%

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Assessment tools and strategies used by Jamaican secondary school teachers

Williams-McBean

2022

International Journal of Assessment Tools in Education

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There is an increasing understanding that assessment is an integral part of teaching and learning and that teachers are largely not adequately prepared for their assessment responsibilities. Consequently, there is a need for research on what teachers need to improve their assessment practices. To determine what Jamaican secondary school teachers need, this mixed methods study was conducted to describe the assessment tools and strategies used by secondary school teachers of various subjects and in different types of schools as the basis for future interventions. Data was collected from a survey of 1088 secondary school teachers of varying subjects and school types and further explored through interviews and observations of 32 teachers of English. Analysis of the data using descriptive statistics and ANOVA in the quantitative phase revealed that secondary school teachers primarily used traditional assessment tools and strategies, particularly tests, despite school type. Pattern coding and pattern matching in the qualitative phase confirmed these results. The findings also revealed statistically significant differences in the frequency of use of traditional and alternative assessment tools and strategies based on the subject the teachers taught. Qualitative explorations revealed that school policies that require a quota of grades and state or express positive attitudes towards tests influenced teachers despite school type to use traditional methods. The findings imply that school administrators need to implement supportive school-level policies and display positive attitudes toward alternative assessments to maximize the use of assessment to improve learning.

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Section: Quantitative Data Collection Methodsmentioning

confidence: 99%

Section: Quantitative Data Collection Methodsmentioning

confidence: 99%

Assessment tools and strategies used by Jamaican secondary school teachers

Williams-McBean

2022

International Journal of Assessment Tools in Education

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“…The research method used is qualitative using a case study approach (Cobern & Adams, 2020) to analyze perceptions and implementation skills of STEM learning environment for prospective science. Survey research is used to describe a large population's characteristics because not all research methods can provide this broad capability.…”

Section: Methodsmentioning

confidence: 99%

“…Survey research can ensure a more accurate sample for gathering targeted results to conclude more easily (Jones et al, 2013). The survey research design was used because of the following considerations: (a) high representation; (b) low cost; (c) easy data collection; (d) good statistical significance; (e) the researcher's small subjectivity; and (f) the accurate result (Cobern & Adams, 2020).…”

Section: Methodsmentioning

confidence: 99%

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Rusydiyah

Indarwati

Jazil

et al. 2021

JPII

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The STEM learning environment is the practice of studentsâ€™ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachersâ€™ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.Î±<5 for each indicator. Perceptions and skills of implementing STEM learning environments in studentsâ€™ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

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“…In addition to the focus on content, instrument length (as to not overburden respondents), ordering of items, and item clarity were also considered to increase survey validity. 7 The survey was administered through an online survey platform.…”

Section: Designmentioning

confidence: 99%

Ohio Health Care Professionals’ Survey: Work and Home Stressors During the COVID-19 Pandemic

McCloskey¹,

Goldberg²,

Santucci³

et al. 2023

OJPH

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Background: The COVID-19 pandemic brought unparalleled strain to the United States’ already overburdened health care workforce, and research is just beginning to shed light on its effects. This study sought to document health care pro-vider stressors during the pandemic to inform prevention and intervention strategies to better support their well-being. Methods: A one-time online survey was completed in July and August 2021 by Ohio health care professionals employed during the COVID-19 pandemic. We assessed for work and employment status changes and measured the severity of various work and home stressors among respondents who worked during the COVID-19 pandemic (N = 12 807). Results: Over a quarter of respondents had a change in work setting, and 59% had an increase in their workload; 20% of respondents were furloughed, laid off, or unemployed at some point during the COVID-19 pandemic. Over 37% reported a negative financial impact. The work stressors causing the greatest concern were spreading the virus and insuf-ficient communication from leadership. The primary home stressors were a lack of quality time with family and friends, being too tired when home from work to cook, do chores, etc, and being a supportive, present parent. At least half of the sample scored each of these as moderate, significant, or extreme stressors. Conclusion: The COVID-19 pandemic caused unrelenting stress affecting Ohio health care professionals at work and at home. Prevention and early intervention programs and public policies are required to prevent burnout and better support health care worker well-being.

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Establishing survey validity: A practical guide

Cited by 19 publications

References 26 publications

Assessment tools and strategies used by Jamaican secondary school teachers

Assessment tools and strategies used by Jamaican secondary school teachers

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Ohio Health Care Professionals’ Survey: Work and Home Stressors During the COVID-19 Pandemic

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