Methodological rigour and coherence in the construction of instruments: The emotional social screening tool for school readiness

Munnik, Erica; Smith, Mario

doi:10.4102/ajopa.v1i0.2

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…A systematic review is a suitable method to filter the available evidence and synthesize the various definitions and iterations of doctoral graduate attributes. Systematic reviews are recommended for use in scale development, as part of identifying and clarifying the scale construct (Munnik and Smith, 2019), and thus are a suitable method for facilitating conceptual clarity of a constructs, such as graduate attributes.…”

Section: Methodsmentioning

confidence: 99%

“…The nominal reporting of psychometric properties relating to scales used in the quantitative studies, gives further evidence of the lack of conceptual grounding of the studies under review. As scale development and validation requires conceptual clarity (Munnik and Smith, 2019), this provides further indication of the noted conceptual ambiguity relating to the measurement of graduate attributes. The review contributed a synthesis of recent evidence of the doctoral graduate attributes and the domains in which they are operationalized.…”

Section: Conceptual Development Of Doctoral Graduate Attributesmentioning

confidence: 99%

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A systematic review of doctoral graduate attributes: Domains and definitions

Senekal

Munnik²,

Frantz³

2022

Front. Educ.

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Doctoral graduate attributes are the qualities, skills, and competencies that graduates possess, having completed their doctorate degree. Graduate attributes, in general, lack conceptual clarity, making the investigation into and quality assurance processes attached to doctoral outcomes challenging. As many graduate attributes are “unseen” or implicit, the full range of attributes that doctoral graduate actually possess needs to be synthesized, so that they may be recognized and utilized by educational stakeholders. The aim of this study was to establish and describe what attributes graduates from doctoral degrees possess. A systematic review of peer-reviewed, primary literature published between January 2016 and June 2021 was conducted, identifying 1668 articles. PRISMA reporting was followed, and after screening and full text critical appraisal, 35 articles remained for summation through thematic synthesis. The doctoral graduate attribute domains identified included knowledge, research skills, communication skills, organizational skills, interpersonal skills, reputation, scholarship, higher order thinking skills, personal resourcefulness, and active citizenship. Many of the domains were conceptualized as transferable or interdisciplinary, highlighting the relevance of the attributes doctoral graduates possess. The review findings align with existing frameworks yet extend those that tend to focus on generic “seen” attributes, and include a range of “unseen”, intrinsic qualities as outcomes of the doctoral degree. The review contributes to the conceptual development of doctoral graduate attributes, by synthesizing actual outcomes, as opposed to prospective attributes or attributes-in-process. Doctoral graduate attributes should be conceptualized to integrate both generic attributes alongside intrinsic qualities that are important for employability. Increased awareness as to the scope of doctoral graduate attributes among stakeholders, such as doctoral supervisors, students, graduates and employers, may facilitate improved educational outcomes and employability. Future research into the contextual relevance of the domains identified and how they are developed may be beneficial. Future research could involve the development of context-relevant scales to empirically measure doctoral graduate attributes among alumni populations, as a quality assurance outcome indicator. Such findings could inform program reform, improving the relevance of doctoral education and the employability of doctoral graduates.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptual Development Of Doctoral Graduate Attributesmentioning

confidence: 99%

A systematic review of doctoral graduate attributes: Domains and definitions

Senekal

Munnik²,

Frantz³

2022

Front. Educ.

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“…Therefore, equivalent constructs were readily available for most psychological constructs, including emotional-social competence. There was a clear indication from experts in development and education that the definition and content of the construct 'emotional-social competence' was well defined in the source language with established equivalents in the target language (Munnik & Smith, 2019). Therefore, the Afrikaans lexicon or vocabulary sufficiently covered the denotations and connotations of the content (constructs, domains and attributes) that required translation.…”

Section: Phasementioning

confidence: 99%

The development of the Quality of Translation and Linguistic Equivalence Checklist

Smith

Adams²,

Munnik³

2022

AJOPA

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The International Test Commission (ITC) established guidelines for test adaptations. The ITC encourages the adaptation of locally developed measures with proven validity. A good quality translation process ensures that the same meaning is conveyed from the source to the target language. Through test adaptation, researchers focus on cultural differences between the source and the target language to maintain linguistic equivalence. Research involving adaptation has systematically failed to report on the rigour of the translation process and to make translation part of the empirical process. The ITC guidelines are generally referred to; however, the assessment of the quality of translations and the process of establishing linguistic equivalence remain an important research focus. This study reports on the development of the Quality of Translation and Linguistic Equivalence Checklist (QTLC). The construction of the QTLC was based on ITC guidelines. The QTLC consists of two sections, translation and linguistic equivalence, and produced section scores with accompanying quality descriptions. The draft instrument was presented to three independent reviewers. Once feedback was incorporated, the QTLC was piloted in an ongoing study on the translation of the E3SR. Two reviewers applied the checklist, and inter-rater reliability was established. The Kappa statistic (0.78) tested significant at a 0.00 alpha level, indicating substantial agreement between the raters on the quality of the translation process and equivalence. Four items were identified as functioning differently and were subsequently revised. The QTLC appears to be a robust checklist assessing the quality of translations and the process of establishing linguistic equivalence.

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“…As Smith and Glass (2019: 330) note, extensive research has been conducted on the concept of school readiness, factors that influence school readiness, and differences in school readiness levels among young children. In addition to the international literature on educators’ and parents’ perceptions (Munnick and Smith, 2019; Peters, 2010; Rouse et al, 2020; Smith and Glass, 2019; Yelland and Waghorn, 2020) how children experience the pre-school to school transition is an important focus for research, reflecting the different ages and contexts in which this transition takes place. From a socio-cultural perspective, Rogoff et al (2018) argue that attention is needed to the cultural paradigms of children’s lived experiences, including how they learn to navigate across, and participate in the distinct cultural settings of their everyday lives.…”

Section: Introductionmentioning

confidence: 99%

‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1

Wilders¹,

Wood

2023

Journal of Early Childhood Research

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How children experience the major transition from pre-school to compulsory schooling influences their immediate and future success and wellbeing. This complex process of change and adaptation is impacted by school readiness policy drivers, which prioritise children’s performance and achievement. Pedagogic and curriculum progression shifts from play to work, with structured and adult-led activities. These factors contribute to the schoolification of early childhood education, and construct school readiness as an attribute of the child. This paper reports findings on how six children experienced transition and school readiness as they move from Maternelle to Year 1 in an International school in Belgium. Multimodal and multivocal methods of data collection were used to provide child participants with accessible ways of expressing their perspectives of the lived experience of transition. The children perceived the major transition being from play to work and understood that they were expected to be ready for this change. From a socio-cultural perspective, this paper argues that school readiness cannot be assessed at a specific point in time, but should instead be viewed as the lived experience of children that begins before, and continues well beyond the transition. Children are expected to adapt to multiple changes in curriculum and pedagogical practices, as well as changes in cultural, temporal and material contexts. It is recommended that critical questions about how school readiness is constructed should take account of children’s perspectives and experiences of transitions.

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Methodological rigour and coherence in the construction of instruments: The emotional social screening tool for school readiness

Cited by 9 publications

References 10 publications

A systematic review of doctoral graduate attributes: Domains and definitions

A systematic review of doctoral graduate attributes: Domains and definitions

The development of the Quality of Translation and Linguistic Equivalence Checklist

‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1

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