Psychometric Properties Essay

|There are many principles of assessment should be valid, Validity ensures that assessment tasks and associated criteria effectively |

Dayton, L. (1999). Critical success factors in total quality management systems: A practitioner-based study of united states quality programs. (Doctoral dissertation, University of Sarasota)Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/304552688

For any measure to be valuable in psychological research, it needs to be both valid and reliable (Goodwin, 2008: 128). Research is reliable when more researchers have found the same results, or, within for instance behavioural research, when the same behaviour occurs at several measurements (Goodwin, 2008: 124). There are different types of validity. Firstly, there is construct validity, which measures whether an operationalisation of a construct actually measures what it is supposed to measure. Secondly, criterion validity determines whether a certain phenomenon is related to another phenomenon, and can accurately determine future developments. Lastly, content validity determines whether a test measures all aspects of the construct that is being measured (Goodwin, 2008: 125-126).

According to Total Quality Management (TQM) (2013, pg 1), “Total quality management (TQM) can help a school monitor and evaluate its effectiveness. There are various TQM models, but they all have a common focus on customer satisfaction and continuous service improvement toward excellence. For schools, the customer is the student.” When a Total Quality Management (TQM) is implemented in an institution it can set it apart from the other institutions. It formulates task teams to manage the institution compared to having a chain of command. An effective Total Quality Management (TQM) institution “Mission Statement” is the foundation of the education process.

The measuring of the variables is very difficult task, and selecting the measures of validation demonstrates the ability to ensure that the research will be reliable (Sechrest, 2005). I would think the by displaying the appropriate levels of measurement for variables ensures that the outcome will they will be done correctly (Frankfort-Nachmias & Nachmias, 2008). In addition, the reliable assessment ensures that the researchers' data does select for this study represents the connection with the variables (Frankfort-Nachmias & Nachmias, 2008). In reviewing the process I would say that the correct representation will affect the internal validity of this study (Sechrest, 2005). The purpose of this paper is to explain the levels of measurement

Per the assignment instructions, this paper will present the prospective study’s guiding theoretical perspective along with its corresponding propositions and concepts followed by a brief discussion of potential extant instruments capable of capturing these dimensions. Next, a review of examples of operationalization methods used to construct variables from those items in prior research will precede the unveiling of research questions and hypotheses intended for the exploration of the theory. Lastly, survey items adapted from substantiated scales will be presented at the conclusion of this paper. To assist in the navigation of the paper and

questions, tasks, for, scoring, etc.) with the appropriateness of work content, worker requirements, or job outcomes (SIOP, 2003). Evidence may be based on the internal structure of the test, the response process, or the consequences of personnel decisions. Just as with criterion-related validity, content-related validity uses a job analysis to outline relevant work behaviors, KSAOs, work-related products (Scott & Reynolds, 2010). In a content-related strategy it is extremely important to document the relationship between work behaviors and KSAOs, with more rigorous methods of job analysis producing higher quality and better legally defensible results (Scott & Reynolds, 2010). Content-related validity should focus on observable, rather than unobservable behaviors, although this may raise questions as to what exactly constitutes observable behavior. Some methods for gathering individual responses regarding evidence may include asking test takers about their response strategies, analyzing response times (e.g. computer-based assessments), or conducting experimental research in which response sets are manipulated (SIOP, 2003). Content-related strategies may be feasible in situations where criterion-related strategies are not, such as small sample sizes or an unwillingness by an organization to gather criterion data (Scott & Reynolds, 2010). Content-related validity may also rely on indirect KSAO

The basic analysis used for reliability analysis is to find the Cronbach Alpha (α) value. There may be a single α value for each item, or an α value for all questions. The α value obtained for all the questions indicates the total reliability of the questionnaire and is expected to be greater than 0.7, the lower α values indicate that the questionnaire has poor reliability, and α> 0.8 indicates that the questionnaire has high reliability. In our study, we calculate 0.846 which means that our items is "good" and reliable. After all, we found the overall score by collecting all items. See Appendix

Reliability and validity should be included in all research studies. This study will measure reliability by utilizing the test-retest reliability. The same measurement tool will be utilized multiple times, which will ask the same questions and follow the same research procedure. Validity will be measured by four criteria: face validity, content validity, criterion-related validity, and construct

Q2) Explain the appropriate criteria to use for judging the quality of the assessment process. 3.2

Yasin and Alavi (1999) conducted a quantitative study to determine if Total Quality Management (TQM) can produce quality improvement

Once the purpose of the measure has been established, one can define the content of the measure, which will be established by the content domain. A test developer fist operationally defines the content domain (Moerdyk, 2009). Secondly the purpose is considered and various methods are used according to the settings (rational approach and empirical criterion keying approach), these can be combined as well (Foxcroft & Roodt, 2009). The next step in the planning phase would be to develop the test plan. In order to develop the test plan the design would need to be considered. The design is considered according to two aspect which are; the stimulus to the test taker- response and the method for the response. Item formats which a test- taker could respond to are as follows; Open ended items such as narrative or essays in which there is no limitation, Forced choice items such as dichotomous, likert scale questions and ipsative format; sentence completion items and performance based items. In all items one would consider the time limits to be imposed which would affect the response. If I am interested in assessing personality, a performance based item would be used. Depending on the method for response, who is involved in the administration of calculating the test results, different approaches would be taken. For example in the case of which one answer is correct, an

The strength of questionnaires is it can give an insight into respondent’s thoughts and opinions and also cost efficient as it is inexpensive.

Total Quality Management (TQM) is an improvement tool that is widely used in many companies. It consists of many aspects including Managing people as well as business processes in order to maintain customer satisfaction. With TQM, Businesses starts to do the right thing from the start and to ensure zero error. Therefore, it is important to learn the principle of TQM and how it acts in organizations with its advantages and disadvantages.

Oral Assessment instruments should have an acceptable level of reliability in terms of internal consistency, test and re-test reliability and alternative form reliability. Its content must also have the necessary validity to be a valid assessment instrument, must be predictive and concurrent.