MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
This document evaluates methods for identifying subgroups that are most responsive to survey response rate interventions. It analyzes data from a large household survey that used $5 and $2 prepaid cash incentives. Four methods - logistic regression, model-based recursive partitioning, classification and regression trees, and conditional inference trees - were used to predict respondents and evaluate predictive accuracy. While the models showed some ability to identify sensitive subgroups, their predictions did not validate well out of sample, possibly due to limited auxiliary data or a small overall treatment effect between incentive amounts. More accurate prediction may require richer longitudinal data or interventions with larger impacts.
The document discusses the concepts of validity and reliability in measuring psychological constructs. It defines validity as the degree to which a measurement measures what it intends to measure. There are several types of validity discussed, including face validity, content validity, criterion validity (concurrent and predictive), and construct validity. Reliability refers to the consistency of a measurement and is assessed through measures of stability, internal consistency, and equivalence. Key methods for establishing reliability include test-retest analysis and coefficient alpha. Validity and reliability are important considerations in developing rigorous quantitative measures in the social sciences.
This document discusses topics related to conducting research such as generating research topics, reliability and validity, literature reviews, deductive and inductive reasoning, research ethics, and institutional review boards (IRBs). It provides definitions and discussions of key concepts like reliability, validity, literature reviews, and the relationship between reliability and validity. It also offers guidance on estimating reliability, finding research topics, searching for literature, writing literature reviews, and the differences between deductive and inductive reasoning.
This document discusses various tools used in educational research. It covers measurement scales including nominal, ordinal, interval and ratio scales. It also discusses validity, reliability, statistics, human mind, logic including inductive and deductive reasoning, and the scientific method. Measurement is defined as finding the size, quality or degree of something. Scales of measurement organize data to be analyzed. Validity and reliability ensure accurate measurement. Statistics and the human mind are also important research tools.
This document discusses criteria for good measurement in research. It identifies three key criteria: validity, reliability, and sensitivity. Validity refers to a measure accurately reflecting what it intends to measure. There are four types of validity: face validity, content validity, criterion-related validity (which has concurrent and predictive validity), and construct validity (which has convergent and discriminant validity). Reliability indicates a measure is free of bias and consistently measures a concept over time. Two aspects of reliability are stability (via test-retest and parallel-form reliability) and internal consistency. Sensitivity refers to how well a measure distinguishes between variables it is intended to measure.
How Do Coping Strategies Correlate With Job Satisfaction Revisedpaneil
This study examined the relationship between individual coping strategies and job satisfaction in 25 undergraduate psychology students. The study measured coping strategies using the COPE inventory, which categorizes strategies as either adaptive or questionable. Job satisfaction was measured using the Job Satisfaction Scale. The hypotheses were that adaptive coping strategies would positively correlate with job satisfaction, while questionable strategies would negatively correlate. The results found no significant correlations, though adaptive coping approached significance. The small sample size limited conclusions, but relationships between specific coping strategies like positive reinterpretation and job satisfaction warrant future research.
This document discusses the concepts of validity, reliability, and accuracy in educational testing. It defines these terms and provides examples. Validity refers to a test measuring what it intends to, reliability is consistency of scores, and accuracy is how closely test scores approximate a person's true ability. The document outlines different types of validity evidence including content, criterion-related (concurrent and predictive), and construct validity. It also discusses interpreting validity coefficients and principles for evaluating them, such as concurrent coefficients typically being higher than predictive ones and group variability affecting coefficient size.
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
This document evaluates methods for identifying subgroups that are most responsive to survey response rate interventions. It analyzes data from a large household survey that used $5 and $2 prepaid cash incentives. Four methods - logistic regression, model-based recursive partitioning, classification and regression trees, and conditional inference trees - were used to predict respondents and evaluate predictive accuracy. While the models showed some ability to identify sensitive subgroups, their predictions did not validate well out of sample, possibly due to limited auxiliary data or a small overall treatment effect between incentive amounts. More accurate prediction may require richer longitudinal data or interventions with larger impacts.
The document discusses the concepts of validity and reliability in measuring psychological constructs. It defines validity as the degree to which a measurement measures what it intends to measure. There are several types of validity discussed, including face validity, content validity, criterion validity (concurrent and predictive), and construct validity. Reliability refers to the consistency of a measurement and is assessed through measures of stability, internal consistency, and equivalence. Key methods for establishing reliability include test-retest analysis and coefficient alpha. Validity and reliability are important considerations in developing rigorous quantitative measures in the social sciences.
This document discusses topics related to conducting research such as generating research topics, reliability and validity, literature reviews, deductive and inductive reasoning, research ethics, and institutional review boards (IRBs). It provides definitions and discussions of key concepts like reliability, validity, literature reviews, and the relationship between reliability and validity. It also offers guidance on estimating reliability, finding research topics, searching for literature, writing literature reviews, and the differences between deductive and inductive reasoning.
This document discusses various tools used in educational research. It covers measurement scales including nominal, ordinal, interval and ratio scales. It also discusses validity, reliability, statistics, human mind, logic including inductive and deductive reasoning, and the scientific method. Measurement is defined as finding the size, quality or degree of something. Scales of measurement organize data to be analyzed. Validity and reliability ensure accurate measurement. Statistics and the human mind are also important research tools.
This document discusses criteria for good measurement in research. It identifies three key criteria: validity, reliability, and sensitivity. Validity refers to a measure accurately reflecting what it intends to measure. There are four types of validity: face validity, content validity, criterion-related validity (which has concurrent and predictive validity), and construct validity (which has convergent and discriminant validity). Reliability indicates a measure is free of bias and consistently measures a concept over time. Two aspects of reliability are stability (via test-retest and parallel-form reliability) and internal consistency. Sensitivity refers to how well a measure distinguishes between variables it is intended to measure.
How Do Coping Strategies Correlate With Job Satisfaction Revisedpaneil
This study examined the relationship between individual coping strategies and job satisfaction in 25 undergraduate psychology students. The study measured coping strategies using the COPE inventory, which categorizes strategies as either adaptive or questionable. Job satisfaction was measured using the Job Satisfaction Scale. The hypotheses were that adaptive coping strategies would positively correlate with job satisfaction, while questionable strategies would negatively correlate. The results found no significant correlations, though adaptive coping approached significance. The small sample size limited conclusions, but relationships between specific coping strategies like positive reinterpretation and job satisfaction warrant future research.
This document discusses the concepts of validity, reliability, and accuracy in educational testing. It defines these terms and provides examples. Validity refers to a test measuring what it intends to, reliability is consistency of scores, and accuracy is how closely test scores approximate a person's true ability. The document outlines different types of validity evidence including content, criterion-related (concurrent and predictive), and construct validity. It also discusses interpreting validity coefficients and principles for evaluating them, such as concurrent coefficients typically being higher than predictive ones and group variability affecting coefficient size.
1 Reliability and Validity in Physical Therapy Testsaebrahim123
This document discusses reliability and validity in physical therapy tests. It begins by defining levels of measurement, including nominal, ordinal, interval and ratio scales. It then defines reliability as the consistency of measurements and validity as measuring what is intended. The document discusses various types of reliability, including inter-rater, test-retest, parallel-forms and internal consistency. It also discusses different types of validity such as face, content, concurrent, predictive and construct validity.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
This document discusses a study on educational concerns where small groups were used to collect data on factors that affect understanding. The researchers developed an instrument to gather information and tested theories about differences between groups. Statistical analyses were conducted to analyze the data and ensure the validity and reliability of the results.
Essential Skills: Critical Thinking For College Studentsnoblex1
The document discusses critical thinking instruction and assessment. It notes that while critical thinking skills can be taught, studies demonstrating their efficacy face practical challenges. It advocates teaching thinking as specific skills like evaluating assumptions and analyzing relationships. When skills are taught for transfer across domains with feedback, they do transfer. The document also discusses developing valid, meaningful and cost-effective ways to assess critical thinking skills. Large randomized controlled trials are needed but also present difficulties; alternative evidence like meta-analyses should also be considered. Strong causal evidence of thinking skills instruction improving performance does exist from some large trials.
The document discusses reliability and validity in research tools. It defines reliability as consistency of data collection and validity as measuring what is intended. It discusses different types of reliability - stability over time, equivalence of alternate forms, and internal consistency. It also discusses different types of validity - content, criterion, and construct validity. Factors like threats to groups, regression, time, and respondents' history can affect validity. Reliability ensures consistency while validity determines accuracy of what is measured.
The document provides guidance on conducting a root cause analysis to identify the underlying factors that led to an undesirable outcome or problem in order to determine corrective actions. It outlines a 10-step process for defining the problem, gathering evidence, identifying contributing factors and root causes, determining solutions, and ensuring the effectiveness of implemented recommendations to prevent future recurrence. The goal of root cause analysis is to transform a reactive culture into a proactive one by solving problems before issues escalate.
This document discusses the concept of reliability in assessment. Reliability refers to the consistency, stability, and dependability of scores from an assessment. There are several ways to estimate reliability, including test-retest reliability (measuring consistency over time), equivalent forms (using two similar tests), and internal consistency (measuring how items on a single test correlate with each other). Common measures of internal consistency are Cronbach's alpha and item-total correlations. Factors like test length, administration conditions, and time between tests can impact an assessment's reliability. Ensuring clear directions, an adequate number of test items, and limited delays between test administrations can help improve reliability.
Reliability (assessment of student learning I)Rey-ra Mora
Reliability refers to the consistency of test results over time and across raters. There are several potential sources of error in test scores, including issues with the test-taker, test administration, test scoring, and test construction. Several methods can be used to estimate a test's reliability, including test-retest reliability, inter-rater reliability, parallel forms reliability, internal consistency reliability, split-half reliability, and the Kuder Richardson method. Ensuring high reliability is important so that tests produce consistent results.
- The document analyzes the relationship between college students' GPAs and two factors: time spent studying for exams each week, and frequency of library visits.
- A survey of 38 randomly selected Snow College students found a positive correlation between GPA and exam study time, but not between GPA and library visits.
- The results suggest Snow College could be a viable site for further research, as exam study times and GPAs were above averages, but the small sample limits conclusions.
The document discusses validity and reliability in research. It defines validity as measuring what the research intends to measure and having truthful results. There are three types of validity: content, construct, and criterion-related. Reliability refers to consistency of results over time and accurately representing the population. It can be measured through test-retest, alternative forms, and split-half methods. Validity and reliability are both important but distinct concepts for assessing quality of research.
It is argued that when it comes to nuisance parameters an assumption of ignorance is harmful. On the other hand this raises problems as to how far one should go in searching for further data when combining evidence.
The document discusses the importance of validity in test construction and identifies three main types of validity: content validity, which refers to how well the test items align with the objectives being measured; criterion-related validity, which examines the correlation between test scores and external criteria; and construct validity, which refers to how well test scores are explained by theoretical constructs. Validity is specific to each test administration and is determined through evidence rather than absolute measures, with the most important type for classroom teachers being content validity.
- Reliability is a measure of reproducibility of a test when repeated, quantifying random error. Validity is how well a test measures what it intends to, requiring comparison to a criterion.
- Reliability is typically quantified by the typical error or intraclass correlation. Validity uses correlation and error of estimate from regression of the test on a criterion.
- Both reliability and validity should be high for a test to accurately track small individual changes over time and distinguish individuals. Ideal values are >0.96 for reliability and validity correlations and typical/estimate errors <20% of between-subject standard deviation.
This study conducted an experiment to test Weber's law, which states that the just noticeable difference (JND) between two stimuli increases in proportion to the magnitude of the original stimulus. 18 subjects compared line lengths of 1, 2, 3, and 4 inches and identified the longer line. The results found that JND increased linearly with longer line lengths, supporting Weber's law. Additionally, the Weber's fraction (the ratio of JND to stimulus magnitude) remained constant across line lengths, also consistent with Weber's law. The results successfully replicated Weber's findings on JND and the just noticeable difference.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This document discusses key concepts in measurement, evaluation, and assessment. It defines measurement as assigning numbers to variables, evaluation as making decisions based on measurements, and assessment as incorporating the entire measurement and evaluation process. Measurement, evaluation, and assessment are interrelated parts of understanding and analyzing data, though they each refer to separate steps. The document also outlines purposes and principles of measurement for research, different scales of measurement, descriptive statistics used to summarize data, correlations between variables, validity as the appropriateness of inferences, sources of validity evidence, how validity affects research, reliability as consistency of measurements, and types of reliability.
This study examined the effect of cognitive dissonance on performance of a logic problem. 18 university students were randomly assigned to an experimental or control group. The experimental group wrote an essay arguing for a tuition increase, intended to induce cognitive dissonance. Both groups then solved a logic problem, which was evaluated based on accuracy and time. An independent t-test found no significant difference in problem performance between groups. Limitations included a small sample size and that cognitive dissonance may not have been sufficiently induced. The study was unable to draw conclusions about the effect of cognitive dissonance on logic task performance.
Faith & ReasonFaith is not opposed to reason, but is sometime.docxmecklenburgstrelitzh
Faith & Reason
“Faith is not opposed to reason, but is sometimes opposed to feelings and appeareances.” Tim Keller
How do faith and reason coexist for the Christian disciple? Do faith and reason oppose each other, work together, or end up at the same end goal from completely unrelated paths?
In Ephesians ch. 4, Paul writes:
Ephesians 4:11-15 New King James Version (NKJV)
11 And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, 12 for the equipping of the saints for the work of ministry, for the [a]edifying of the body of Christ, 13 till we all come to the unity of the faith and of the knowledge of the Son of God, to a perfect man, to the measure of the stature of the fullness of Christ; 14 that we should no longer be children, tossed to and fro and carried about with every wind of doctrine, by the trickery of men, in the cunning craftiness of deceitful plotting, 15 but, speaking the truth in love, may grow up in all things into Him who is the head—Christ—
Faith and knowledge /reason will always feed off one another as we grow in Christ.
Throughout the rest of this semester we will be discussing our faith and how we think through issues related and influenced by our faith.
Christian Reflections – Reflection paper 3-4 pages (1,050-1,400 words) APA format, include references.
To what extent is religious faith objective (i.e., based on reasons or evidence that should be obvious to others) and/or subjective (i.e., based on personal reasons that are not necessarily compelling to others)?
1) In what ways and to what extent do you believe that faith:
· Is derived from what we consider to be true and reasonable?
· Goes beyond what reason and evidence dictate?
· Goes against what is reasonable?
2) What is the role of feelings and emotions in religious faith?
· Does faith depend upon them?
· To what extent should they embraced or controlled?
1
Promoting Reliability
Both MacMillan and Dar (see below) provide suggestions on how promote reliability in classroom assessments. Doing the things mentioned
below can help control both external and internal sources of error which in turn helps bolster reliability of test scores.
McMillan’s (2006, p.51) suggestion on how to help bolster or promote reliability in the classroom assessments:
Motivated students to put forth their best efforts on assessment
Use sufficient number of items or tasks. A minimum of 5 items is needed to assess a single trait or skill
Construct items, scoring criteria, and tasks that clearly differentiate students on what is being assessed, and make the criteria
public
Make sure scoring procedures for constructed-response items are consistently applied to all students
Use independent raters or observers to score a sample of student responses, and check consistency with your evaluations
Build in as much objectivity into scoring as possible and still maintain the integrity of what is be.
Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
The statistical analyses found that:
1) Ability to manage stress and course difficulty significantly predicted students' satisfaction with their college social life, explaining 7.2% of the variance. Adding social involvement improved the model, with it contributing most to prediction.
2) Students spent on average 3.77 nights studying and 3.34 nights partying per week. While a paired t-test found this 0.44 mean difference statistically significant, the author questions the strength of the effects and risks of type I/II errors due to the means and standard deviations being very close.
3) The author is cautious about fully trusting the results due to the small effect sizes, confidence intervals overlapping, and p-value being very close
The Importance Of A Family Intervention For Heart Failure...Paula Smith
The document discusses the importance of family interventions for heart failure patients. It notes that family influence could be an extraneous variable that needs to be controlled through a family intervention. While there are few family intervention studies for heart failure currently, guidelines promote including family in patient education. Family interventions have been shown to improve outcomes and lower hospital readmissions.
1 Reliability and Validity in Physical Therapy Testsaebrahim123
This document discusses reliability and validity in physical therapy tests. It begins by defining levels of measurement, including nominal, ordinal, interval and ratio scales. It then defines reliability as the consistency of measurements and validity as measuring what is intended. The document discusses various types of reliability, including inter-rater, test-retest, parallel-forms and internal consistency. It also discusses different types of validity such as face, content, concurrent, predictive and construct validity.
This literature review discusses how group work can impact student attitude in an English classroom. It describes that while lectures, whole-class discussions, group work, and individual work all have a place in English instruction, research shows that small group work specifically allows students to learn from each other and arrive at a deeper understanding of texts. When working in groups, students can analyze their own responses to readings as well as their peers' responses, drawing on different experiences and perspectives to comprehend the literature. The review cites several theorists who argue that dialogue-focused small group work helps students consider both the text and their classmates' knowledge, leading to fuller understanding.
This document discusses a study on educational concerns where small groups were used to collect data on factors that affect understanding. The researchers developed an instrument to gather information and tested theories about differences between groups. Statistical analyses were conducted to analyze the data and ensure the validity and reliability of the results.
Essential Skills: Critical Thinking For College Studentsnoblex1
The document discusses critical thinking instruction and assessment. It notes that while critical thinking skills can be taught, studies demonstrating their efficacy face practical challenges. It advocates teaching thinking as specific skills like evaluating assumptions and analyzing relationships. When skills are taught for transfer across domains with feedback, they do transfer. The document also discusses developing valid, meaningful and cost-effective ways to assess critical thinking skills. Large randomized controlled trials are needed but also present difficulties; alternative evidence like meta-analyses should also be considered. Strong causal evidence of thinking skills instruction improving performance does exist from some large trials.
The document discusses reliability and validity in research tools. It defines reliability as consistency of data collection and validity as measuring what is intended. It discusses different types of reliability - stability over time, equivalence of alternate forms, and internal consistency. It also discusses different types of validity - content, criterion, and construct validity. Factors like threats to groups, regression, time, and respondents' history can affect validity. Reliability ensures consistency while validity determines accuracy of what is measured.
The document provides guidance on conducting a root cause analysis to identify the underlying factors that led to an undesirable outcome or problem in order to determine corrective actions. It outlines a 10-step process for defining the problem, gathering evidence, identifying contributing factors and root causes, determining solutions, and ensuring the effectiveness of implemented recommendations to prevent future recurrence. The goal of root cause analysis is to transform a reactive culture into a proactive one by solving problems before issues escalate.
This document discusses the concept of reliability in assessment. Reliability refers to the consistency, stability, and dependability of scores from an assessment. There are several ways to estimate reliability, including test-retest reliability (measuring consistency over time), equivalent forms (using two similar tests), and internal consistency (measuring how items on a single test correlate with each other). Common measures of internal consistency are Cronbach's alpha and item-total correlations. Factors like test length, administration conditions, and time between tests can impact an assessment's reliability. Ensuring clear directions, an adequate number of test items, and limited delays between test administrations can help improve reliability.
Reliability (assessment of student learning I)Rey-ra Mora
Reliability refers to the consistency of test results over time and across raters. There are several potential sources of error in test scores, including issues with the test-taker, test administration, test scoring, and test construction. Several methods can be used to estimate a test's reliability, including test-retest reliability, inter-rater reliability, parallel forms reliability, internal consistency reliability, split-half reliability, and the Kuder Richardson method. Ensuring high reliability is important so that tests produce consistent results.
- The document analyzes the relationship between college students' GPAs and two factors: time spent studying for exams each week, and frequency of library visits.
- A survey of 38 randomly selected Snow College students found a positive correlation between GPA and exam study time, but not between GPA and library visits.
- The results suggest Snow College could be a viable site for further research, as exam study times and GPAs were above averages, but the small sample limits conclusions.
The document discusses validity and reliability in research. It defines validity as measuring what the research intends to measure and having truthful results. There are three types of validity: content, construct, and criterion-related. Reliability refers to consistency of results over time and accurately representing the population. It can be measured through test-retest, alternative forms, and split-half methods. Validity and reliability are both important but distinct concepts for assessing quality of research.
It is argued that when it comes to nuisance parameters an assumption of ignorance is harmful. On the other hand this raises problems as to how far one should go in searching for further data when combining evidence.
The document discusses the importance of validity in test construction and identifies three main types of validity: content validity, which refers to how well the test items align with the objectives being measured; criterion-related validity, which examines the correlation between test scores and external criteria; and construct validity, which refers to how well test scores are explained by theoretical constructs. Validity is specific to each test administration and is determined through evidence rather than absolute measures, with the most important type for classroom teachers being content validity.
- Reliability is a measure of reproducibility of a test when repeated, quantifying random error. Validity is how well a test measures what it intends to, requiring comparison to a criterion.
- Reliability is typically quantified by the typical error or intraclass correlation. Validity uses correlation and error of estimate from regression of the test on a criterion.
- Both reliability and validity should be high for a test to accurately track small individual changes over time and distinguish individuals. Ideal values are >0.96 for reliability and validity correlations and typical/estimate errors <20% of between-subject standard deviation.
This study conducted an experiment to test Weber's law, which states that the just noticeable difference (JND) between two stimuli increases in proportion to the magnitude of the original stimulus. 18 subjects compared line lengths of 1, 2, 3, and 4 inches and identified the longer line. The results found that JND increased linearly with longer line lengths, supporting Weber's law. Additionally, the Weber's fraction (the ratio of JND to stimulus magnitude) remained constant across line lengths, also consistent with Weber's law. The results successfully replicated Weber's findings on JND and the just noticeable difference.
This presentation describes the importance of detecting and responding to users emotion while they work with online environments. Emotion is vital to learning and using technology to recognize users’ emotion has led to powerful performance results. First, we describe how to detect emotion, using sensors (camera, wrist band, pressure mouse, seat sensors). Computational tutors dynamically collected data streams of students’ physiological activity and self-reports of emotions. Second, we describe responses or interventions that we used once emotion was detected, i.e., we evaluated the impact of animated embodied agents on user motivation and achievement. Results showed that women and students with disabilities, while using agents reported increased math value, self-concept and mastery orientation and reduced frustration. Third, we describe the integration of computer vision techniques to improve detection of emotion.
This document discusses key concepts in measurement, evaluation, and assessment. It defines measurement as assigning numbers to variables, evaluation as making decisions based on measurements, and assessment as incorporating the entire measurement and evaluation process. Measurement, evaluation, and assessment are interrelated parts of understanding and analyzing data, though they each refer to separate steps. The document also outlines purposes and principles of measurement for research, different scales of measurement, descriptive statistics used to summarize data, correlations between variables, validity as the appropriateness of inferences, sources of validity evidence, how validity affects research, reliability as consistency of measurements, and types of reliability.
This study examined the effect of cognitive dissonance on performance of a logic problem. 18 university students were randomly assigned to an experimental or control group. The experimental group wrote an essay arguing for a tuition increase, intended to induce cognitive dissonance. Both groups then solved a logic problem, which was evaluated based on accuracy and time. An independent t-test found no significant difference in problem performance between groups. Limitations included a small sample size and that cognitive dissonance may not have been sufficiently induced. The study was unable to draw conclusions about the effect of cognitive dissonance on logic task performance.
Faith & ReasonFaith is not opposed to reason, but is sometime.docxmecklenburgstrelitzh
Faith & Reason
“Faith is not opposed to reason, but is sometimes opposed to feelings and appeareances.” Tim Keller
How do faith and reason coexist for the Christian disciple? Do faith and reason oppose each other, work together, or end up at the same end goal from completely unrelated paths?
In Ephesians ch. 4, Paul writes:
Ephesians 4:11-15 New King James Version (NKJV)
11 And He Himself gave some to be apostles, some prophets, some evangelists, and some pastors and teachers, 12 for the equipping of the saints for the work of ministry, for the [a]edifying of the body of Christ, 13 till we all come to the unity of the faith and of the knowledge of the Son of God, to a perfect man, to the measure of the stature of the fullness of Christ; 14 that we should no longer be children, tossed to and fro and carried about with every wind of doctrine, by the trickery of men, in the cunning craftiness of deceitful plotting, 15 but, speaking the truth in love, may grow up in all things into Him who is the head—Christ—
Faith and knowledge /reason will always feed off one another as we grow in Christ.
Throughout the rest of this semester we will be discussing our faith and how we think through issues related and influenced by our faith.
Christian Reflections – Reflection paper 3-4 pages (1,050-1,400 words) APA format, include references.
To what extent is religious faith objective (i.e., based on reasons or evidence that should be obvious to others) and/or subjective (i.e., based on personal reasons that are not necessarily compelling to others)?
1) In what ways and to what extent do you believe that faith:
· Is derived from what we consider to be true and reasonable?
· Goes beyond what reason and evidence dictate?
· Goes against what is reasonable?
2) What is the role of feelings and emotions in religious faith?
· Does faith depend upon them?
· To what extent should they embraced or controlled?
1
Promoting Reliability
Both MacMillan and Dar (see below) provide suggestions on how promote reliability in classroom assessments. Doing the things mentioned
below can help control both external and internal sources of error which in turn helps bolster reliability of test scores.
McMillan’s (2006, p.51) suggestion on how to help bolster or promote reliability in the classroom assessments:
Motivated students to put forth their best efforts on assessment
Use sufficient number of items or tasks. A minimum of 5 items is needed to assess a single trait or skill
Construct items, scoring criteria, and tasks that clearly differentiate students on what is being assessed, and make the criteria
public
Make sure scoring procedures for constructed-response items are consistently applied to all students
Use independent raters or observers to score a sample of student responses, and check consistency with your evaluations
Build in as much objectivity into scoring as possible and still maintain the integrity of what is be.
Presentation of Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
The statistical analyses found that:
1) Ability to manage stress and course difficulty significantly predicted students' satisfaction with their college social life, explaining 7.2% of the variance. Adding social involvement improved the model, with it contributing most to prediction.
2) Students spent on average 3.77 nights studying and 3.34 nights partying per week. While a paired t-test found this 0.44 mean difference statistically significant, the author questions the strength of the effects and risks of type I/II errors due to the means and standard deviations being very close.
3) The author is cautious about fully trusting the results due to the small effect sizes, confidence intervals overlapping, and p-value being very close
The Importance Of A Family Intervention For Heart Failure...Paula Smith
The document discusses the importance of family interventions for heart failure patients. It notes that family influence could be an extraneous variable that needs to be controlled through a family intervention. While there are few family intervention studies for heart failure currently, guidelines promote including family in patient education. Family interventions have been shown to improve outcomes and lower hospital readmissions.
Test validity refers to validating the appropriate use of a test score for a specific context or purpose. Validity is determined by studying test results in the intended setting of use, as a test may be suitable for one purpose but not another. Validity is a matter of degree rather than an absolute quality, and establishing validity requires empirical evidence and theoretical justification that the intended inferences from test scores are adequate and appropriate.
A Test Review: Children’s Depression Rating Scale, Revised (CDRS-R) Sidney Gaskins
The instrument is considered a clinician-rating scale as opposed to self-reported instrument. When assessing for the depression in children that takes a specific tool created specifically for that population and construct. All assessment instruments have a purpose and there are technical considerations an assessor must consider when using it. The assessor must be familiar with the tool, understand the purpose for which it is used, how reliable and valid it is, the way it is scored and items needed for assessment, whether the measure has generalizable results, and something about the population on which the instrument was normalized. The Children’s Depression Rating Scale, Revised (CDRS-R) is used to assess depression in children and adolescents ages 6-18 using 17 different areas of assessment. This paper will present a detailed overview of this instrument.
Assessment of Self Concept among Intermediate Students of A. P. Model Schoolsiosrjce
The main purpose of this study was to assess the Self Concept among Intermediate students of A.P.
Model Schools. In this study, Normative Survey Method was adopted. The participants of the study were 200
Intermediate II year students of ten A.P. Model Schools , Chittoor District, Andhra Pradesh, India in 2014-2015
session. The researchers used Self Concept checklist developed by N. Venkataramana (1976). Its validity and
reliability has been well established. Data was analyzed using Descriptive Statistics and Differential Analysis
(t-test). The findings revealed that the subgroups of Intermediate students did not show any significant
difference in the five dimensions of Self Concept. Among the five dimensions, the first three are negative
dimensions and last two are positive dimensions. A negative relationship was found between the first three
dimensions and subgroups where as a positive relationship was found between the last two dimensions and
subgroups. Based on the findings, suggestions were made that same study may be extended to A.P. Model
Schools of 13 Districts of Andhra Pradesh, other Junior colleges, Degree colleges, PG colleges, Engineering
and Medical colleges etc. Different other variables like management, locality, birth order, caste, educational
status of father, educational status of mother, size of family etc. can be included.
Week 6 DQ1. What is your research questionIs there a differen.docxcockekeshia
Week 6 DQ
1. What is your research question?
Is there a difference between the math utility of a male and a female?
2. What is the null hypothesis for your question?
Hn There is no difference in the math utility between male and female.
Alternative hypotheses can also be created in the case the null hypothesis is proven incorrect. Two alternative hypotheses are:
Ha1 Feales have a higher math utility.
Ha2 Males have a higher math utility.
3. What research design would align with this question?
According to Frankfort-Nachmias and Leon-Guerrero (2015) a descriptive research design would be best for this type of study.
4. What comparison of means test was used to answer the question (be sure to defend the use of the test using the article you found in your search)?
The independent-samples T test was used to analyze the means for this data.
5. What dependent variable was used and how is it measured?
The dependent variable is the student’s math utility. It is measured from -3.51 to 1.31(University high school longitudinal study dataset. (2009).
6. What independent variable is used and how is it measured?
Either male (1) of female (2) (University high school longitudinal study dataset. (2009).
7. If you found significance, what is the strength of the effect?
The significance was 0.0000. This is much better than the standard of .05 significance as outlined by Frankfort-Nachmias and Leon-Guerrero (2015).
8. Identify your research question and explain your results for a lay audience, what is the answer to your research question?
My research question was “Is there a difference between the math utility of a male and a female?” Based on the analysis of the means (or average) through testing using the independent-samples T test there was no measurable difference between the math utility of male or females. This leads us to accept the null hypothesis of “There is no difference in the math utility between male and female” as true.
Group Statistics
T1 Student's sex
N
Mean
Std. Deviation
Std. Error Mean
T1 Scale of student's mathematics utility
Male
9453
.0140
1.01962
.01049
Female
9349
-.0481
.97291
.01006
Independent Samples Test
Levene's Test for Equality of Variances
t-test for Equality of Means
F
Sig.
t
df
Sig. (2-tailed)
Mean Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower
Upper
T1 Scale of student's mathematics utility
Equal variances assumed
17.400
.000
4.276
18800
.000
.06216
.01454
.03367
.09066
Equal variances not assumed
4.277
18775.932
.000
.06216
.01453
.03367
.09065
University high school longitudinal study dataset. (2009).
References
Frankfort-Nachmias, C., & Leon-Guerrero, A. (2015). Social statistics for a diverse society (7th ed.). Thousand Oaks, CA: Sage Publications.
University high school longitudinal study dataset. (2009). Retrieved from class.waldenu.edu
The t Test for Related Samples
The t Test for Related Samples
Program Transcript
MAT.
Behavioral Assessment Scale For Children Second Edition (...Rachel Davis
Here is a summary of the key points regarding high scores on safety standards:
- The document discusses scores on items measuring attitudes towards safety standards.
- The scores on most of the items in this dimension, referring to the measurement of attitudes towards safety standards, are reported to be high.
- High scores in this context represent a positive attitude towards following and adhering to safety standards. This suggests that individuals scored well on questions assessing their views on the importance of safety protocols and regulations.
- In summary, high scores on items measuring attitudes towards safety standards indicate positive views of safety compliance among those assessed. It reflects a pro-safety mindset regarding following established safety rules and guidelines.
Final Project ScenarioA researcher has administered an anxiety.docxAKHIL969626
Final Project Scenario
A researcher has administered an anxiety survey to students enrolled in graduate level statistics courses. The survey included three subscales related to statistics anxiety: (a) interpretation anxiety, (b) test anxiety, and (c) fear of asking for help. For the items that comprised the scales, students were asked to respond using a 5 point likert-type scale ranging from (1) No Anxiety to (5) High Anxiety. Therefore, higher scores on the anxiety subscales implied higher levels of anxiety.
In addition to the statistics anxiety subscales, the survey contained a subscale related to the use of statistical software and a subscale related to self-perceived confidence concerning general computer use. Students responded to items on the statistical software subscale using a response range from (1) Strongly Disagree to (7) Strongly Agree. For the computer confidence subscale, students responded to items using a range from (1) Strongly Disagree to (5) Strongly Agree. For each of these subscales, higher scores implied higher levels of confidence.
The researcher determined the score for each subscale by computing the mean response for the items associated with the subscale. This technique resulted in subscales that had the same possible range and the items that made up the subscale.
A subsample of the researcher’s dataset contains the following variables that should be used for completing the four final projects. The variables included in the dataset are:
Variable name:
Label:
Values:
gender
1: Female
2: Male
race
1: White
2: Non-White
age
courses
Number of online courses completed
1: 0-2 courses
2: 3-7 courses
3: 8 or more courses
interpret
Anxiety associated with reading and interpreting output from analyses
test
Anxiety associated with taking a test in a statistics course
help
Anxiety associated with asking for help during a statistics course
software
Self-reported level of confidence is using statistical software
computer
Self-reported confidence in general computer use
Final Project 1:
Use SPSS to conduct the necessary analysis of the Age variable and answer each of the following questions.
Questions:
1. What is the value of n?
2. What is the mean age?
3. What is the median age?
4. What was the youngest age?
5. What was the oldest age?
6. What is the range of ages?
7. What is the standard deviation of the ages?
8. What is the value of the skewness statistic?
9. What are the values of the 25th, 50th, and 75th percentiles?
10. Present the results as they might appear in an article. This must include a table and narrative statement that provides a thorough description of the central tendency and distribution of the ages.
Final Project 2
One of the researcher’s questions involved the difference in scores on the Interpretation Anxiety subscale between male and female respondents. Use SPSS to conduct the analysis that is appropriate for this research question and answer each o ...
The document proposes a policy to restructure DePauw University's health and wellness services. It analyzes student survey data finding dissatisfaction with appointment scheduling, quality of care, and mental health services. The policy aims to expand services, increase staff availability and training, allow walk-ins, and provide low-cost on-campus care. Funding would come from cutting unused programs and expanding services already offered to athletes/music students to all students. Alliances could include the Women's Center, local hospitals, and health organizations to improve affordable access to quality healthcare for students.
Validity in Psychological Testing refers to the test measure what it claims to measure. The presentation discusses categories in validating procedures such as construct identification, criterion prediction and content description in psychological testing.
A comparison study on academic performance between ryerson (1)amo0oniee
This study compared the academic performance of Ryerson University ECS students who attended homecare versus childcare in their early years. The researchers hypothesized that students who attended childcare would have a higher GPA. A survey was conducted of 53 random ECS students across years 1-4. The results of a chi-square test showed no significant difference in GPA ranges between the homecare and childcare groups, not supporting the hypothesis. While early care may impact early school performance, the study found no long-term effects on university GPA based on type of early care received.
1. The document discusses classical test theory and item response theory, which are two major psychometric theories for evaluating psychological tests. Classical test theory is based on the concept of true score and examines item difficulty, discrimination, and reliability. Item response theory uses item characteristic curves to model the relationship between examinee ability and item responses.
2. The document provides formulas and interpretations for calculating item difficulty, discrimination, and optimal difficulty levels under classical test theory. Item difficulty refers to the percentage of examinees answering the item correctly, while discrimination refers to how well an item distinguishes high- and low-scoring examinees.
3. An example is given to demonstrate calculating difficulty and discrimination indices for multiple choice test items based on student
The document discusses analyzing assessment data from a nursing course. It addresses reliability, trends in raw scores, range of scores, standard error of measurement, and individual item analysis. Sample test statistics are used to determine if student learning occurred. The analysis shows the test was reliable. Scores followed a normal distribution, indicating learning took place. Steps are identified to improve learning for students with lower scores.
This document discusses the importance of reliability and validity in testing. It defines reliability as consistency and discusses different types of reliability including test-retest, inter-rater, parallel-forms, and internal consistency reliability. Validity refers to a test measuring what it intends to measure. There are several types of validity discussed including content, construct, criterion-related (concurrent and predictive), face, convergent, treatment, and social validity. The standard error of measurement is also explained as estimating how repeated measures on the same person tend to be distributed around their true score.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
We composed a lecture for students entering their first clinical year at UCL, chiefly to attempt to alleviate exam -related anxiety and analysed the feedback received to determine its efficacy.
This was presented as a poster at IAMSE, June 2013 (182), and adapted for an electronic poster at AMEE, August 2013 (5GG/7) and a short communication at FRAMPEIK, October 2013.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 1
The Five Scales Handout
School Use, Neuropsychological Assessment, Confidence in Trauma-informed Assessment,
Appropriate Intervention, and School Confidence.
I used 27 survey items to create five scales. Descriptive statistics were calculated
in order to examine items related to the five scales (school use scale,
neuropsychological assessment use scale, confidence in trauma-informed assessment
scale, appropriate intervention scale, and school confidence scale). Note, all mean
ratings are calculated on the following Likert scale: 1 = Strongly agree, 2 = Agree, 3 =
Neither agree nor disagree, 4 = Disagree, 5 = Strongly disagree.
School use scale. I calculated reliability statistics in order to test the normal
distribution of the school use variables. For the 5-item scale, the Cronbach’s alpha was
.85 (N = 119). It was positive and greater than .70, meaning it provided good support for
internal consistency reliability (Leech et al., 2015). I combined these five items to create
a school use scale for further analysis (Table 4).
Table 4
Reliability Statistics for the School Use Scale (N = 119)
School use scale items M SD Skew
The school district provided an accurate assessment 3.00 1.24 0.34
Assessment was trauma informed 4.09 1.11 -0.89
Recommendations matched what I felt my child needs 3.23 1.32 0.08
Assessment informed my child’s IEP 2.68 1.33 0.56
I would recommend this assessment to other IA parents 2.80 1.37 0.31
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree nor
disagree, 4 = Disagree, 5 = Strongly disagree.
2. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 2
Neuropsychological assessment use scale. I calculated reliability statistics in
order to test the normal distribution of the school use variables. Two statements were
considered with respect to whether neuropsychological assessments were more
accurate and offered better outcomes for IA students. For the 2-item scale, the
Cronbach’s alpha was .78 (n = 44). It was positive and greater than .70; therefore, it
provided good support for internal consistency reliability (Leech et al., 2015). The two
items were combined to create a neuropsychological assessment use scale for further
analysis (Table 3). Originally this scale was meant to have the same five items as the
school use scale, but for neuropsychological assessments. However, Cronbach’s alpha
was low on the neuropsychological assessment use scale. This could have been due to
the relatively small n value of 44. Table 5 displays more information about the other
items related to this scale.
Table 5
Reliability Statistics for Neuropsychological Assessment Use Scale Items
Neuropsychological assessment use scale items N M SD Skew
Provided an accurate assessment. 73 2.34 0.620 1.61
Recommendations matched what I felt my child needed.
73 2.52 0.877 1.57
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree nor
disagree, 4 = Disagree, 5 = Strongly disagree.
Table 6 displays the agreement level respondents had to selected statement
variables related to the accuracy of assessments. In the section for neuropsychological
assessment, the highest agreement was for “The neuropsychologist provided an
accurate assessment” (M = 2.45). The lowest amount of agreement was for “My child
3. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 3
received a trauma-informed assessment” (M = 3.09). In this table, the n values are low.
The low n in relation to the neuropsychological assessment data could have to do with
the practical fact that such an assessment costs around $5,000, compared to the
school/district assessment, which is free to families, and many families choose not to
have their child assessed that way. This could be because only a total of 70 families
(53%) reported that their children received neuropsychological assessments, and as in
the rest of the survey, many families did not answer all the question.
The second half of Table 6 displays the ratings of accuracy of school/district
assessments. In this table, the n values are higher than in the previous table, and the
standard deviations are higher as well. Highest agreement was for “This assessment
informed my child’s IEP” (M = 2.67). The lowest degree of agreement was for “My child
received a trauma-informed assessment” (M = 4.02).
Table 6
Accuracy of Assessment Based on Type
Item n M SD
Neuropsychological assessment
The neuropsychologist provided an accurate assessment. 56 2.45 0.711
I would recommend this type of assessment to other parents of
internationally adopted children.
41 2.51 0.746
Recommendations from the neuropsychologist matched what I
felt/feel my child needs.
70 2.56 0.862
This assessment informed my child’s IEP 73 2.97 1.030
My child received a trauma-informed assessment 82 3.09 1.090
School/district assessment
The school/district provided an accurate assessment. 134 2.96 1.200
I would recommend this type of assessment to other parents of
internationally adopted kids.
129 2.78 1.330
Recommendations from the school matched what I felt/feel my
child needs.
129 3.21 1.300
This assessment informed my child’s IEP. 126 2.67 1.300
4. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 4
My child received a trauma-informed assessment. 129 4.02 1.130
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree nor
disagree, 4 = Disagree, 5 = Strongly disagree.
Confidence in trauma-informed assessments scale. Data in confidence in
trauma-informed assessments variables included five items. For this 5-item scale, the
Cronbach’s alpha was .75 (N = 137). It was positive and greater than .70, thus it
provided adequate support for internal consistency reliability (Leech et al., 2015). The
alpha for this confidence in trauma-informed scale indicated good internal consistancy.
These five items were then combined to create the confidence in trauma-informed
assessments scale that was used for further analysis (Table 7).
Table 7
Descriptive Statistics for Confidence in Trauma-Informed (TI) Assessment Scale
Confidence in TI scale items N M SD Skew
Child’s school uses TI instructional practices 137 3.73 1.20 -0.40
TI instructional practices would help my child
succeed
137 1.70 0.91 1.19
Child’s teacher uses TI practices in the classroom 137 3.67 1.22 -0.48
Child is more secure in a TI environment 137 1.96 0.94 0.58
Child does better in a TI school 137 2.21 0.94 0.29
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree or
disagree, 4 = Disagree to 5 = Strongly disagree.
Appropriate intervention and opportunities scale. I calculated reliability
statistics in order to test the normal distribution of the school use variables. Three
statements were considered with respect to whether trauma-informed assessments
enabled students to receive more appropriate interventions and opportunities. For the 3-
5. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 5
item scale, the Cronbach’s alpha was .81 (n = 92). It was positive and greater than .70;
therefore, it provided good support for internal consistency reliability (Leech et al.,
2015). The three items were combined to create an appropriate intervention and
opportunities scale for further analysis (Table 8).
Table 8
Descriptive Statistics for Appropriate Interventions and Opportunities Scale Items
Appropriate interventions and
opportunities scale items N M SD Skew
TI assessments allowed your child to receive
more appropriate interventions. 92 1.89 1.07 0.24
TI assessments increased educational
opportunities for your child.
92 2.30 1.23 0.53
TI assessments resulted in more appropriate
classroom interventions.
92 2.59 1.36 0.25
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree
nor disagree, 4 = Disagree, 5 = Strongly disagree.
School confidence scale. I calculated reliability statistics in order to test the
normal distribution of the school use variables. Twelve statements were considered with
respect to parents’ confidence in the school’s ability to meet the needs of their IA
student. For the 12-item scale, the Cronbach’s alpha was .95 (n = 86). It was positive
and greater than .70; therefore, it provided good support for internal consistency
reliability (Leech et al., 2015). The 12 items were combined to create a school
confidence scale for further analysis (Table 9).
6. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 6
Table 9
Descriptive Statistics for School Confidence Scale Items (N = 86)
School confidence scale items M SD Skew
My child is included in school activities. 2.20 1.24 1.20
School provided my student with an appropriate IEP. 2.29 0.91 0.38
My child’s teacher provides support in the classroom for my
child. 2.30 0.99 0.52
Interventions align with my child’s IEP. 2.34 0.94 0.68
My child feels safe at school. 2.35 1.38 0.71
School provides appropriate assessments. 2.50 0.97 0.13
School honors and fulfills my child’s IEP or 504. 2.52 1.34 0.51
I am pleased with the services my child receives. 2.55 0.97 0.28
I am happy with how the school meets my child’s needs.
2.60 0.99 0.23
The school supports my child’s needs. 2.67 1.38 0.56
The school follows through on what they say. 2.77 1.30 0.49
My child is important to their school. 2.80 1.44 0.45
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree
nor disagree, 4 = Disagree, 5 = Strongly disagree.
Association Between the Scales
Descriptive statistics were run in order to test the normal distribution of the five
scales. The skewness of the scales is reported in Table 10. From the descriptive
statistics, skew can be examined. “If the skewness is more than +1.0 or less than -1.0
the distribution is markedly skewed” (Leech et al., 2015, p. 22). If this is the case, it
would mean that “one tail of the frequency distribution is longer than the other and if the
mean and median are different, the curve is skewed” (Leech et al., 2015, p. 22). From
the data I can see that most of the variable scales have a skewness between -1.0 and
7. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 7
1.0, but the neuropsychological assessment use scale (see Table 4), shows skewness
for the items “Provided an accurate assessment” to be 1.61 and “Recommendations
matched what I felt my child needed” to be 1.57. These two items are considered
nonnormal distributions. However, Leech et al (2015) state, “there are several ways to
check this assumption in addition to checking the skewness value. If the mean, median
and mode, are approximately equal, then you can assume that the distribution is
approximately normally distributed” (p. 34). In the case of these two items, the means
are 2.45 and 2.56, respectively; the medians are 2.0 for each item and the mode is 2 for
each item. This would meet the criteria laid out by Leech et al. Although these items are
skewed, the t tests and ANOVAs were sufficiently robust so that I was able to proced
with the analysis. That said, it is important to note that there should be some caution
with the interpretations as one of the items was moderately skewed.
Table 10
Descriptive Statistics for Five Scales
Scale n M SD Skew
School use scale 134 3.12 0.98 0.26
Neuro. assessment use scale 76 2.48 0.76 0.28
Conf. in T-I assessment scale 196 2.79 0.79 0.17
Appropriate interv. and oppr. scale 170 3.58 1.93 0.19
School confidence scale 162 2.41 0.91 0.19
Note. Ratings based on a Likert scale: 1 = Strongly agree, 2 = Agree, 3 = Neither agree
nor disagree, 4 = Disagree, 5 = Strongly disagree.
Correlations were run for the five scales. Two relationships were statistically
significant. One was the association between the confidence in trauma-informed
assessment scale and the school use scale. The direction of the correlation was
positive. This means school/district assessments were correlated to confidence in
8. Dr. Camille Mora Ed.D. – Parent Perceptions of Trauma-informed Assessment – Excerpt MWERA
Conference Handout 8
trauma-informed practices. The second was confidence in TI scale versus appropriate
intervention scale. The direction was positive, which means confidence in TI was
correlated to appropriate interventions. These intercorrelations were significant at the p
=.01 level, where N = 81 (school use scale = 0.72, confidence in TI scale = 0.39). (See
Table 11.)
Table 11
Intercorrelations for the Five Scales (N = 81)
Variable 1 2 3 4 5
School use scale -- 0.13 0.13 0.07 0.72**
Neuro. assessment scale -- 0.04 0.12 -0.06
Confidence in TI scale -- 0.39** 0.16
Appropriate intervention scale -- 0.11
School confidence scale --
* p < .05; ** p < .01