The Reliability Test For The Assessment Tool

Several assessment tools have been developed to assess symptoms and behaviors of different constructs including: eating disorders, anxiety, depression, personality, obsessiveness, among others. A common assessment tool in the assessment of symptoms and other features of eating disorders is the Eating Disorder Inventory (EDI) that was originally developed by Garner, Olmsted, and Polivy in 1983. Another widely used eating disorder assessment tool is the Eating Attitudes Test (EAT) that was developed by Garner and Garfinkel (1979). While both are self-report measures of symptoms of eating disorders and are available in revised forms (EDI-3 and EAT-26), they differ in their reliability and validity as well

Arumugam, V., Chang, H., Ooi, K., and Teh, P. (2009). "Self-assessment of TQM practices: a case analysis", The TQM Journal, 21(1), 46 – 58. Retrieved from http://www.emeraldinsight.com.ezproxy.liberty.edu:2048/journals.htm?articleid=1766744&show=abstract#sthash.TkDGZoZ7.dpuf

There is no specific section discussing reliability and validity in this study. Although there was no specific section or heading, throughout this study, the authors did consult with the advisory committee at multiple points and the authors do lists that as a limitation that this study is not generalizable. Main findings were also discussed and verified with the community advisory committee for accuracy of

The demographics questionnaire was designed specifically for this research. The following nine items were included:

The chapter examines the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, scope of the study, limitations of the study and conceptual framework adopted for the study.

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

Based on the discussion of convergent validity using the output of the measurement model, which was given in chapter 4, the convergent validity is achieved once the four criteria are achieved. The first criterion is the factor loading must be greater than 0.70 followed by the Cronbach’s Alpha (CA) and the composite reliability (CR) must be greater than 0.70 as well. The last criterion is the average variance extracted must be greater than 0.50. Table 5.6 shows the factor loading, CA, CR, and AVE. It shows that all the values of the criteria were achieved. This leads to the conclusion that the convergent validity and construct reliability are achieved.

The research question, hypothesis, and study variables were first critiqued. Although the authors did not state a clear research question, they wrote that they aimed to assess

The software program SPSS for Windows (Version 11, 2002, SPSS Inc., Chicago, IL, USA) was utilized for all statistical analyses. Mean ± SD (standard deviation) was used to compute quantitativevariables, whereas qualitative variables were expressed as percentages and frequencies. The Fischer’s exact test was employed to assess differences in proportions and associations among categorical data. A p-value of less than 0.05 was considered statistically

After ensuring that a measurement (1) is unidimensional and (2) satisfy the required degree of reliability, the final assessment must be carried out is construct validity. Construct validity is the degree to which a construct (a set of items) precisely represents the concept defined. Types of validity are measured practically by the association between hypothetically characterized sets of factors (Hair et al., 2014). The study used the two most popular agreeable types of validity are convergent and discriminant to assess the construct validity.

K., 1989). The format of each question in both questionnaires were very simple, easy to understand, and presented in a clear layout. This was appropriate considering the ages of the participants ranged from twenty one years to greater than eighty one and education levels were varied.

Authors have clearly specified their research methodology making their research replicable. Their measurement validity is also high, as they have used the well-defined measures of the variables (Bryman and Bell 2007:41).

The coefficient reliability analysis revealed that all the scales consisting of more than two items exceeded the recommended Cronbach‟s alpha benchmark of 0.70 (Nunnally, 1978).

Identify the contributions made by each of the following individuals to psychological and educational assessment: Alfred Binet, J. McKeen Cattell, Francis Galton, Hermann Rorschach, Charles Spearman, Lewis Terman, Edward Thorndike, Robert Woodworth, and E. K. Strong, Jr.

The objective of this chapter is to describe the procedures used in the analysis of the data and present the main findings. It also presents the different tests performed to help choose the appropriate model for the study. The chapter concludes by providing thorough statistical interpretation of the findings.