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Common practice in instrument development
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Instruments development and validation are critical to research endeavour in social, behavioural and health sciences. This study provides a systematic review of published researches on instrument development, evaluate the current practice and limitations in the process. To achieve this objective published research works were search and selected in...
Context in source publication
Citations
... Instrument development is a very critical process. Bichi et al. (2019) found that most instrument construction studies did not report construct validity and reliability in detail, including lack of testretest reliability evidence and inaccurate psychometric techniques. In acknowledging Bichi et al.'s critique, this study approached instrument development through three phases as recommended by Boateng et al. (2018) and Kılıçoğlu et al.'s (2019). ...
Challenges in the VUCA world has brought to significant changes in how leaders’ competencies can help them to lead their organizations. Educational institutions all over the world are not excluded from this radical phenomenon of change. This chapter highlights some of the key characteristics of contextual leadership as a more robust type of leadership essential for the survival and continuity of educational institutions. It is vital for school leaders to be able to observe and be aware of the existing context they are in before they make the right decisions which can exert influence and give the kind of impact that can bring about leadership effectiveness and school improvements. Contextual intelligence is the mandated ability for leaders to acquire in order for them to become more sensitive and aware of the pressing situations in the context, which in turn, would assist them in enacting the necessary practices. As a way forward, contextual intelligence, in addition to social emotional intelligence, are recommended to enhance the practices of contextual leadership. This chapter highlights the characteristics of contextual leadership and how contextual intelligence can raise awareness of the unique school contexts among school principals for them to be able to lead more effectively.
... These instruments were subjected to validation by experts. In reference to [37][38], validation of the research instrument is critical to information gathering. The researcher-made structured interview was validated to make the data reliable and credible. ...
The study aimed not only to evaluate participants' reactions, learning, behavioral change, and applications of the Gender and Development (GAD) training attended but also to obtain suggestions for improving future training. A mixed method was used. Random sampling was applied in selecting the participants. Twenty-eight teachers and staff were involved. The convergence of data and information revealed that GAD training brought significant and favorable benefits to the participants. However, the participants were keen on the qualifications of the resource speakers, mediocre attendees, repetition of topics, involvement of other stakeholders, and planning and organizing the training. It also revealed that the participants highly regarded the applicability of the concepts presented in the GAD training. It was suggested that GAD organizers strategize and thoroughly plan by looking at every training detail.
... Instruments are tools used in study (Bichi et al., 2019). The instrument used by the researcher is question test. ...
... Instrument development is a very critical process. Bichi et al. (2019) found that most instrument construction studies did not report construct validity and reliability in detail, including lack of testretest reliability evidence and inaccurate psychometric techniques. In acknowledging Bichi et al.'s critique, this study approached instrument development through three phases as recommended by Boateng et al. (2018) and Kılıçoğlu et al.'s (2019). ...
This article focuses on the development of the Contextual Leadership
Instrument for the Principals in Malaysian schools (MyCLIPS)*. Two sets of
data were gathered from school teachers in Malaysia to test instrument
reliability, content validity and construct validity via exploratory factor
analysis (EFA), using SPSS 25.0; followed confirmatory factor analysis
(CFA), via AMOS 24.0. The final measurement model has three-factors:
(1) contextual intelligence, (2) pedagogical support, and (3) collegiality;
with a total of 29 items. The validation of MyCLIPS extends knowledge
and practice in leadership; the instrument can be further tested in other
setting
... Instrument development is a very critical process. Bichi et al. (2019) found that most instrument construction studies did not report construct validity and reliability in detail, including lack of testretest reliability evidence and inaccurate psychometric techniques. In acknowledging Bichi et al.'s critique, this study approached instrument development through three phases as recommended by Boateng et al. (2018) and Kılıçoğlu et al.'s (2019). ...
This paper explored the reliability of an instrument to evaluate organizational performance (OP) of the SMEs sector in Jordan employing Exploratory Factor Analysis (EFA). The paper used EFA and is different from other studies with regard to Total Quality Management (TQM) practice as a mediator between Entrepreneurial characteristics and OP. We applied cross-sectional study design, and data collection was from a proportionate Stratified Sampling with 100 questionnaires distributed to managers or owners of Jordanian SMEs grouped by industry type (food industry, machinery/equipment, and paper manufacturing). We verified the consistency of the instrument which contained 10 items for each one of the constructs. The researchers employed Cronbach's Alpha to verify the internal reliability of the current instrument and confirmed that it was reliable. This paper provides a detailed explanation of the procedures for conducting the EFA on Organizational Performance. The outcomes of this study would benefit those involved in future research related to Organizational Performance.
Keywords: Exploratory Factor Analysis, Entrepreneurial Characteristics, TQM Practices, Organizational Performance
JEL Classifications: L2, L3
DOI: https://doi.org/10.32479/irmm.10531
Background
With increasing interests in identification and diagnosis of autism spectrum disorder (ASD) across the world, a number of screening and diagnostic tools have been developed and translated from one language to another in varying qualities. In particular, many tools have been made available in Spanish to meet the needs of the world’s large Spanish-speaking populations. Critical examination of such Spanish language tools, in the areas of development and translation as well as empirical testing, is necessary to determine the quality of these tools, including their validity and reliability in the target population. The aim of the present review is to provide a comprehensive evidence map of screening and diagnostic tools for ASD in Spanish, especially with regards to the aspects of development/translation and empirical testing.
Method
A total of 48 Spanish versions of 21 instruments met study criteria for analysis after conducting multiple searches through nine key databases, grey literature, and by contacting authors, translators, and publishers.
Results
Results showed that a significant number of translations lacked translational process details in published locations and a majority of the studies used a traditional forward-backward approach rather than cultural adaptation procedures. About half of the translations did not provide necessary empirical evidence to support clinical utility of their translated tool.
Conclusions
Future studies are recommended to take more rigorous, culturally adaptive translational approach and test instruments in local populations to ensure their psychometric validities.
El proceso de construcción y validación de instrumentos de medición en el ámbito de la salud es un tema complejo que comprende diversas etapas, la información existente de este proceso metodológico es dispersa y poco clara. El objetivo de este artículo es sintetizar y proponer recomendaciones basadas en la literatura científica sobre un adecuado proceso metodológico para la construcción y validación de instrumentos de medición en el ámbito de la salud. Se realizó una exhaustiva revisión de la literatura en bases de datos como Medline, Scielo, Science direct y Google Schoolar entre 1994 y el 2020, relacionados a construcción y validación de instrumentos de medición. Se obtuvieron 62 artículos, después de la lectura y exclusión, se seleccionó 34 artículos considerados adecuados para cumplir con los objetivos planteados. En base a la información encontrada se describen las etapas para un adecuado proceso de construcción y validación, se presentan las propiedades psicométricas como validez y confiabilidad, además de las diversas pruebas estadísticas utilizadas para garantizar un instrumento válido y confiable.
The aim of this study was not only to evaluate the participants' reactions, learning, behavioral change, and applications of the Gender and Development (GAD) trainings they attended but also to obtain suggestions for the improvement of succeeding trainings. Mixed method was used. Random sampling was applied in selecting the participants. Twenty-eight teachers and staff were involved. Convergence of data and information revealed that GAD trainings brought significant and favorable benefits to the participants. However, the participants were keen on the qualifications of the resource speakers; mediocre attendees; repetition of topics; involvement of other stakeholders; planning and organizing of the trainings. It also revealed that the participants highly regarded the applicability of the concepts presented in the GAD trainings. It was suggested that GAD organizers need to strategize and make thorough planning by looking at every detail of the trainings.
Background: Any program's success can only be declared if an evaluation is conducted. Furthermore, no suitable development suggestions may be made without completed assessments. Evaluation of gender sensitivity may provide a number of advantages. The evaluation may create a conceptual framework that can evaluate interventions for gender equality. Similarly, a gender sensitivity assessment can help people realize how important attitudes toward gender awareness and gender-role ideology are. Additionally, academic institutions may see the value of developing human resources, a gender-oriented culture, and gender-lens advocacy in addition to better-comprehending gender dynamics.
Objectives: The study used the Kirkpatrick Model to assess how the participants responded to the gender and development training, learned from them, changed their behavior, and applied what they had learned. The suggestions made by the participants to enhance future gender and development training were also covered.
Methods: The quantitative-qualitative approach was utilized in the investigation. Using a survey, the quantitative approach assessed participants' responses, learning, behavioral change, and application level. While employing interviews, the qualitative approach gathered the participants' opinions on how the Gender and Development training may be conducted more effectively.
Results: The participants’ level of reactions obtained an overall average mean of 4.16, described as high. It showed that they found the training favorable, engaging, and essential. Likewise, their level of learning got an overall average mean of 4.0, described as high. It implied they had acquired the intended knowledge, skills, attitudes, confidence, and commitment. Moreover, the participant's level of behavioral change gained an overall average mean of 3.94, described as high. It suggested that the participants applied what they learned from the training in their workplaces and at home. Also, the participant's level of results gained an overall average mean of 4.07, described as high. It indicated they applied the knowledge they gained from the Gender and Development training. On the other hand, the interviews gathered three themes: the evaluation of the Gender and Development Program, its application of the Gender and Development Program, and suggestions for improvement of the Gender and Development Program.
Conclusions: Although the idea of gender development is not new, putting it into practice is still difficult. One of the finest solutions in academia may be to conduct training, but careful planning is required to cover the aims and the desired groups. Organizers must use comprehensive and aggressive strategies. It implies that the GAD program's implementation may not be done in a single step. It may be exhibited all year to fully achieve knowledge dissemination, behavioral modification, and concept application. Planning and strategizing are, therefore, crucial components of the GAD program.
Keywords: translating theory into practice, gender and development, training evaluation, Kirkpatrick model, SPAMAST
