Beyond Role Conflict and Ambiguity: A Global Measure of Role Stress among South African School Teachers / Más allá del conflicto y la ambigüedad de roles: una medida global del estrés de rol entre los profesores sudafricanos

Abstract Background: Role stress is linked to reduced work performance, diminished organizational commitment, increased intention to leave a job, and negative physical and mental health effects. Given the significant implications of role stress, researchers have sought to understand and quantify the concept. The Role Conflict and Ambiguity (RCA) scales are widely utilized in job stress research as the predominant measurement tools. They were originally conceptualized as consisting of two independent dimensions: role conflict and role ambiguity. Objective: This study advances the validation research of the RCA scales by exploring its dimensionality through Mokken Scale Analysis (MSA) and Classical Test Theory (CTT). Method: South African school teachers responded to the RCA scales, Maslach Burnout Inventory, and Teaching Satisfaction Scale. Confirmatory Factor Analysis (CFA) and MSA were employed for data analysis. Results: The research determined that a second-order model provided the optimal fit, indicating that role ambiguity and role conflict are subordinate dimensions within the overarching construct of role stress. Conclusion: The findings from the CFA and supplementary bifactor indices reinforce the view that the instrument comprises 13 items, which assess a general dimension of role stress along with two sub-dimensions: role conflict and role ambiguity. Such specificity may lead to more effective strategies to mitigate role-related stress, thereby enhancing overall employee well-being, job satisfaction, and organizational productivity.

Resumen Antecedentes: El estrés de rol está relacionado con la reducción del rendimiento laboral, la disminución del compromiso organizativo, el aumento de la intención de abandonar el trabajo y los efectos negativos sobre la salud física y mental. Dadas las importantes implicaciones del estrés de rol, los investigadores han tratado de comprender y cuantificar este concepto. Las escalas de Conflicto y Ambigüedad de Roles (RCA) se utilizan ampliamente en la investigación del estrés laboral como herramientas de medición predominantes. Al principio, se conceptualizaron como dos dimensiones independientes: conflicto de rol y ambigüedad de rol. Objetivo: Este estudio avanza en la investigación de validación de las escalas RCA, explorando su dimensionalidad mediante el Análisis de Escalas de Mokken (MSA) y la Teoría Clásica de los Test (CTT). Método: Profesores sudafricanos respondieron a las escalas RCA, Maslach Burnout Inventory y Teaching Satisfaction Scale. Se emplearon el Análisis Factorial Confirmatorio (AFC) y el MSA para el análisis de los datos. Resultados: La investigación determinó que un modelo de segundo orden proporcionaba el ajuste óptimo, indicando que la ambigüedad de rol y el conflicto de rol son dimensiones subordinadas dentro del constructo global del estrés de rol. Conclusiones: Los resultados del AFC y los índices bifactoriales suplementarios refuerzan la opinión de que el instrumento consta de 13 ítems, que evalúan una dimensión general de estrés de rol junto con dos subdimensiones: conflicto de rol y ambigüedad de rol. Esta especificidad puede conducir a estrategias más eficaces para mitigar el estrés relacionado con el rol, mejorando así el bienestar general de los empleados, la satisfacción en el trabajo y la productividad de la organización.

Adoption and standardization of attitude scale for polio framed on oversees population from underdeveloped area of West Bengal

Background: Study revealed fear from polio vaccination programme yet not completely has eradicated from the minds of immigrated communities resides in backward areas of Bengal. Due that, pre-established attitude tool was adopted for the formation of new tool for targeted population. Methods: Interestingly, attitude tool found almost similar result after 5 years of its first administration (on minorities). Foundation of tool was set on 3-point Likert type scaling style. Classical test theory (CTT) was followed in which popularity index and discrimination index were taken for item-analysis for pilot study. Results: CTT rejects 6 items and test-retest reliability with high r value 0.94 suggests the tool has excellent reliability. Standardized tool finally comes in 31 items with 9 different dimensions. Conclusions: CTT method as handy method for small sample item-analysis where popularity index and discrimination index used to refine values on which item-total correlation was administered on Pearson抯 correlation at 99% confidence interval. Application of the same tool after some years in CTT method in constructing attitude tool have successfully applied.

3. Test Theory Underpinning Learner Assessment / 医学教育

This paper describes test theory, which is the theoretical foundation of learner assessment, in relation to its application in Common Achievement Tests. To be specific, classical test theory and the reliability coefficients, generalizability theory, and item response theory are taken up. In classical test theory, the observed score X is expressed as the sum of a true-score component T and an error component E. The ratio of the true-score variance to the observed score variance defines the reliability coefficient. Generalizability theory is an extension of the notion of reliability in classical test theory. Item response theory overcomes the limitations of classical test theory and can express the properties of items (difficulty and discrimination) and examinees’ abilities separately.

Item Analysis on Quality of Life Instruments for Chronic Pulmonary Heart Disease QLICD-CPHD(V2.0)based on Classical Test Theory and Item Response Theory / 中国卫生统计

Objective To analyze and evaluate the items of the QLICD-CPHD(V2.0)scale for chronic pulmonary heart disease using classical test theory(CTT)and item response theory(IRT).Methods 184 patients with chronic pulmonary heart disease were investigated by QLICD-CPHD(V2.0)scale.The items of the QLICD-CPHD(V2.0)scale was evaluated by some statistical methods based on CTT including correlation coefficient method,variance method,factor analysis method and Cronbach's α coefficient method.Meanwhile,Samejima hierarchical response model of item response theory was utilized to calculate the difficulty,information and differentiation coefficient content of each item in the scale.Results CTT results showed that 7 items failed meet at least three or more statistical requirements,including 6 items in the general module and 1 item in the disease specific module.IRT results showed that the range of item differentiation was 1.18～1.44,which was suitable.The difficulty coefficient increases monotonously with the increase of the difficulty level(B1→B4),and some items exceed the standard value range.The average information amount of each item ranges from 0.185～0.576.Conclusion By CTT and IRT analysis,most items of the QLICD-CPHD(V2.0)scale have good performance and good differentiation,but a few items still need further revision.

Improving the Measurement of Children's Mental Health Problems in Colombia with Item Response Theory / Cómo mejorar la medición de los problemas de salud mental en los niños colombianos mediante la Teoría de Respuesta al Ítem / Como melhorar a medição dos problemas de saúde mental nas crianças colombianas a partir da Teoria de Resposta ao Item

Abstract The present study examines the psychometric properties of the mental health scale for children used in the 2015 Colombian Mental Health Survey. To do so, a nationally representative sample of 2,727 children is used Mage=8.99; range=7-11, with reports from their main caregivers regarding 26 mental health problem symptoms taken from the Reporting Questionnaire for Children (RQC), Child Behavior Checklist (CBCL), and the Brief Screening and Diagnostic Questionnaire (CBTD). Classical test theory and factor analysis were conducted to analyze the classical location and information of each item, along with the dimensionality, reliability, and convergent validity of the scale. Item Response Theory (IRT) was used in order to estimate theoretically invariant item parameters for location and information. Findings reveal that the mental health scale for children has adequate psychometric properties for its use in Colombia. Furthermore, IRT analyses reveals a set of items that maximize information and that may be used in future administrations when more efficiency is warranted.

Resumen El estudio examina las propiedades psicométricas de la escala de salud mental para niños utilizada en la Encuesta Nacional de Salud Mental Colombia del 2015. Se utilizó una muestra representativa a nivel nacional de 2,727 niños M age =8.99; rango=7-11, con informes proporcionados por sus cuidadores principales respecto de los síntomas de 26 problemas de salud mental tomados del Cuestionario de Reporte para Niños (RQC), el Inventario de Comportamiento de Niños (CBCL) y el Cuestionario Breve de Tamizaje y Diagnóstico (CBTD). Se emplearon la Teoría Clásica de los Tests y el análisis factorial para analizar la localización clásica y la información de cada ítem, así como la dimensionalidad, la confiabilidad y la validez convergente de la escala. Además, se utilizó la Teoría de Respuesta al Ítem (TRI) para calcular los parámetros de ítem teóricamente invariables para localización e información. Los resultados muestran que la escala de salud mental para niños tiene propiedades psicométricas adecuadas para su uso en Colombia. Además, los análisis TRI revelan un conjunto de ítems que maximizan la información y pueden ser usados en administraciones futuras en las que se requiera mayor eficiencia.

Resumo Este estudo analisa as propriedades psicométricas da escala de saúde mental para crianças utilizada na Pesquisa Nacional de Saúde Mental Colombiana de 2015. Foi utilizada uma amostra representativa no âmbito nacional de 2,727 crianças m age =8.99' faixa etária=7-11, com informações fornecidas por seus cuidadores principais a respeito dos sintomas de 26 problemas de saúde mental tomados do Reporting Questionnaire for Children, do Inventário de Comportamentos de Crianças e Adolescentes (Child Behavior Checklist) e do Questionário Breve de Rastreamento e Diagnóstico. Foram utilizadas a Teoria Clássica dos Testes e a análise fatorial para analisar a localização clássica e a informação de cada item, bem como a dimensionalidade, a confiabilidade e a validade convergente da escala. Além disso, a Teoria de Resposta ao Item (TRI) para calcular o padrão de cada item teoricamente invariável para localização e informação. Os resultados indicam que a escala de saúde mental para crianças tem propriedades psicométricas adequadas para seu uso na Colômbia. Ainda, as análises com a TRI revelam um conjunto de itens que maximizam a informação e podem ser usados futuramente com mais eficácia.

Effects of statistical models and items difficulties on making trait-level inferences: A simulation study / Efeitos dos modelos estatísticos e da dificuldade dos itens na avaliação do nível de traço latente dos indivíduos: Um estudo de simulação de dados

Researchers dealing with the task of estimating locations of individuals on continuous latent variables may rely on several statistical models described in the literature. However, weighting costs and benefits of using one specific model over alternative models depends on empirical information that is not always clearly available. Therefore, the aim of this simulation study was to compare the performance of seven popular statistical models in providing adequate latent trait estimates in conditions of items difficulties targeted at the sample mean or at the tails of the latent trait distribution. Results suggested an overall tendency of models to provide more accurate estimates of true latent scores when using items targeted at the sample mean of the latent trait distribution. Rating Scale Model, Graded Response Model, and Weighted Least Squares Mean- and Variance-adjusted Confirmatory Factor Analysis yielded the most reliable latent trait estimates, even when applied to inadequate items for the sample distribution of the latent variable. These findings have important implications concerning some popular methodological practices in Psychology and related areas. (AU)

Pesquisadores interessados em estimar a localização de indivíduos em variáveis latentes contínuas podem se beneficiar de diversos modelos estatísticos disponíveis na literatura. Entretanto, ponderar os custos e os benefícios de usar um modelo em detrimento de outros depende de informações empíricas que nem sempre estão diretamente disponíveis. Em virtude disso, o objetivo deste estudo foi comparar o desempenho de sete modelos estatísticos populares quanto a proporcionar adequadas estimativas de traço latente em condições de itens com dificuldades condizentes com a distribuição latente amostral versus apenas condizentes com as caudas dessa distribuição. Os resultados sugeriram uma tendência de todos os modelos de proporcionar estimativas mais precisas ao serem usados itens adequados para o nível de traço latente da amostra. Os modelos da Teoria de Resposta ao Item Rating Scale e Graded Response e a análise fatorial confirmatória com estimação Weighted Least Squares Mean- and Variance-adjusted forneceram as estimativas mais fidedignas de traço latente, mesmo quando os itens utilizados, de fato, correspondiam ao nível latente de poucos casos da amostra. Os resultados possuem importantes implicações no que diz respeito a algumas práticas metodológicas populares na Psicologia e em áreas próximas. (AU)

Comparación del modelo de respuesta graduada y la teoría clásica de tests en una escala de confianza para la matemática / A comparison of the graded response model and classical test theory with a scale of confidence in mathematics

Se aplicó el Modelo de Respuesta Graduada (MRG) de la Teoría de Respuesta al ítem (TRI) y la Teoría Clásica de Test (TCT) al análisis de ítems de una escala de Confianza para la Matemática (Abal, 2013). La prueba mide la capacidad percibida por un estudiante universitario para operar eficazmente con símbolos y fórmulas, aprender y aprobar la asignatura matemática u otras afines. La prueba consta de 8 ítems con formato de respuesta Likert de 6 opciones. Participaron 1875 estudiantes de Psicología de la Universidad de Buenos Aires, Argentina. Se verificó la condición de unidimensionalidad requerida por el MRG. El ajuste del MRG fue satisfactorio para todos los ítems. El análisis clásico incluyó el estudio de las frecuencias de respuesta, estadísticos descriptivos del ítem y correlación ítem-test corregida. El coeficiente de confiabilidad marginal de la TRI fue de .91 y el alfa de Cronbach fue .90. Se encontraron correlaciones elevadas entre: a) la media del ítem y los parámetros de localización centrales del MRG, b) la correlación ítem-test corregida y los parámetros de discriminación y c) entre los escalamientos de los individuos realizados desde la TRI y la TCT. Estos resultados aportan evidencias de validez basadas en la estructura interna del instrumento...

The Graded Response Model (GRM) of Item Response Theory (IRT) and Classical Test Theory (CTT) were applied to the analysis of items from a scale of Confidence in Mathematics (Abal, 2013). This scale measures the ability perceived by university student to operate effectively with symbols and formulas, to solve problematic situations, to learn and pass mathematics or related subjects. The scale comprises 8 items in polytomous response format (6-point Likert-type). The sample was made up by 1875 students of the Psychology school of Buenos Aires University, Argentina. The unidimensionality assumption required by the GRM was confirmed. The GRM fitted to data satisfactorily for all items. Location and discrimination parameters showed predictable values. Classical item analysis involved the examination of response frequencies, item descriptive statistics and corrected item-test correlations. The marginal reliability coefficient obtained from IRT was .91 and Cronbach’s alpha was .90. High correlations were found between: a) item means and central location parameters of GRM, b) corrected item-test correlations and discrimination parameters, and c) IRT and CTT individual scores. The finding provides validity evidences based on the internal structure of scale...

Proposta de seleção unificada aos programas de Residência Médica / Proposal for a unified selection to medical residency programs

OBJETIVO: Este artigo propõe a unificação dos exames de acesso aos programas de Residência Médica (RM) no Brasil. São destacados problemas relacionados à RM e a sua interface com problemas da saúde pública no Brasil e como esta proposta pode auxiliar no enfrentamento desses problemas. MÉTODOS: A proposta consiste na criação de um banco de itens para ser aplicado na seleção unificada para a RM. São destacadas algumas vantagens em utilizar a Teoria de Resposta ao Item (TRI) nesse banco de itens RESULTADOS: Os exames de seleção para os programas de RM são elaborados e aplicados de forma descentralizadas, cada instituição é responsável por sua avaliação. A qualidade dessas provas é questionável, os estudos referentes à qualidade dos itens, a validade e a confiabilidade dos instrumentos não são comumente divulgados CONCLUSÃO: A avaliação é importante em todo sistema de ensino, provocando transformações necessárias e monitoramento do ensino e da aprendizagem. A proposta da unificação da prova de seleção para a RM, além de oferecer uma avaliação de qualidade elevada às instituições participantes, poderia servir como mais um recurso para avaliar e consequentemente provocar intervenções de melhorias nos cursos de graduação em medicina, fornecer dados para estudos e permitir uma mobilidade regional.

OBJECTIVE: This paper proposes the unification of entrance exams to medical residency programs (MRP) in Brazil. Problems related to MRP and its interface with public health problems in Brazil are highlighted and how this proposal are able to help solving these problems. METHODS: The proposal is to create a database to be applied in MRP unified exams. Some advantages of using the Item Response Theory (IRT) in this database are highlighted. Results: The MRP entrance exams are developed and applied decentralized where each school is responsible for its examination. These exams quality are questionable. Reviews about items quality, validity and reliability of appliances are not common disclosed. Conclusion: Evaluation is important in every education system bringing on required changes and control of teaching and learning. The proposal of MRP entrance exams unification, besides offering high quality exams to institutions participants, could be as an extra source to rate medical school and cause improvements, provide studies with a database and allow a regional mobility.

Valoración psícométríca de la Psychological Entitlement Scale desde la Teoría Clásica de los Tests y la Teoría de Respuesta al Ítem / Psychometric Evaluation of the Psychological Entitlement Scale Using Classical Test Theory and Item Response Theory / Valoração psicométrica da Psychological Entitlement Scale desde a Teoria clássica dos testes e a Teoria da resposta ao item

Objetivo. Esta investigación se propuso examinar las propiedades psicométricas de la escala Psychological Entitlement Scale (PES) en el contexto local desde la Teoría clásica de los tests (TCT) y la Teoría de respuesta al ítem (TRI). Método. Participaron 402 estudiantes universitarios con una media de edad de 22.77 años (DS = 4.85), de ambos géneros (61.9% mujeres) y de distintas carreras universitarias y 324 personas de 18 a 65 años de edad (M = 32.77, DS = 10.71), de ambos géneros (56.2% mujeres) y de diferentes niveles socioeconómicos, residentes en la ciudad de Córdoba, seleccionados de manera accidental. Todos ellos fueron evaluados con la PES y la Escala de dominancia triple. Resultados. Desde la TCT, análisis factoriales exploratorios y confirmatorios evidenciaron que ocho de los nueve ítems que comprendía la escala original mostraron una estructura unifactorial, con adecuadas cargas factoriales y/o pesos de regresión. Además, se observaron valores aceptables de consistencia interna. Las personas clasificadas como prosociales presentaron valores significativamente menores en la PES que las personas individualistas y competitivas (r-p² = 0.04). Desde la TRI, si bien se obtuvo un buen ajuste global al modelo de escalas de clasificación de un parámetro, el análisis de ítems evidenció índices inaceptables para un ítem y categorías poco informativas. Conclusión. Aunque se obtuvo evidencia sobre adecuadas propiedades psicométricas desde la TCT, análisis desde la TRI sugieren realizar ajustes al instrumento, en particular, reagrupar categorías de respuesta que resultaron poco informativas.

Objective. The aim of this research was to examine the psychometric properties of the Psychological Entitlement Scale (PES) in the local context using Classical Test Theory (CTT) and Item Response Theory (IRT). Method. Participants were 402 university students with a mean age of 22.77 years (SD = 4.85), both genders (61.9% female), and from different university careers, and 324 residents of the city of Córdoba, aged 18 to 65 years (M = 32.77, SD = 10.71), both genders (56.2% women), with different socio-economic backgrounds. All participants were selected at random, and evaluated with PES and Triple Dominance Scale measures. Results. From the TCT, exploratory and confirmatory factor analyses indicated that eight of the nine items comprising the original scale showed an unifactorial structure with adequate factor loadings and/or regression weights. Also, acceptable values of internal consistency were observed. Individuals classified as pro-social presented significantly lower values in the PES than individualistic and competitive people (small effect size). From the IRT, the rating scale model showed a good global fit to the scale model, although the item analysis indicated unacceptable indices for one item, and some categories which were not very informative. Conclusion. Although TCT results demonstrated good psychometric properties, analysis from the IRT suggested adjustments to the instrument, in particular, the regrouping of response categories which were not very informative alone.

Escopo. Esta pesquisa propõe examinar as propriedades psicométricas desde a escada Psychological Entitlement Scale (PES) no contexto local desde a Teoria clássica dos testes (TCT) e a Teoria de resposta ao item (TRI). Metodologia. Participaram 402 estudantes universitários com uma media de idade de 22.77 anos (DS = 4.85,), de ambos gêneros (61.9% mulheres) e de diferentes carreiras universitárias e 324 pessoas de 18 a 65 anos de idade (M = 32.77, DS = 10.71), de ambos géneros (61.9% mulheres) e de diferentes níveis sócio-económicos, residentes na cidade de Córdoba, selecionados de maneira acidental. Todos eles foram avaliados com a PES e a Escada de dominancia tripla. Resultados. Desde a TCT, análises fatoriais exploratórios e confirmatórios evidenciaram que oito dos nove itens que compreendia a escada original mostraram uma estrutura unifatorial, com adequadas cargas fatoriais e/ou peso de regressão. Além, foram observados valores aceitáveis, de consistência interna. As pessoas classificadas como prosociais presentaram valores significativamente menores na PES que as pessoas individualistas e competitivas (r-p² = 0.04). Desde a TRI, embora foi obtido um bom ajuste global ao modelo de escadas de classificação de um parâmetro o análises de itens evidenciou índices inaceitáveis para um item e categorias pouco informativas. Conclusão. Embora foi obtida evidencia sobre adequadas propriedades psicométricas desde a TCT, análises desde a TRI sugerem fazer ajustes ao instrumento, em particular, reagrupar categorias de resposta que resultaram pouco informativas.

Avanços na psicometria: da Teoria Clássica dos Testes à Teoria de Resposta ao Item / Advances in psychometrics: from Classical Test Theory to Item Response Theory

No século XX, o desenvolvimento e avaliação das propriedades psicométricas dos testes se embasou principalmente na Teoria Clássica dos Testes (TCT). Muitos testes são longos e redundantes, com medidas influenciáveis pelas características da amostra dos indivíduos avaliados durante seu desenvolvimento, sendo algumas destas limitações consequências do uso da TCT. A Teoria de Resposta ao Item (TRI) surgiu como uma possível solução para algumas limitações da TCT, melhorando a qualidade da avaliação da estrutura dos testes. Neste texto comparamos criticamente as características da TCT e da TRI como métodos para avaliação das propriedades psicométricas dos testes. São discutidas as vantagens e limitações de cada método...

In the 20th century, development and evaluation of psychometric properties of tests was mainly based on the Classical Test Theory (CTT). Many tests are long and redundant, with measures influenced by the characteristics of the sample of the individuals being evaluated. Some of the limitations are a consequence of the use of the CTT. The Item Response Theory (IRT) has been proposed as a solution to some limitations of the CTT, improving the quality of assessment of the tests structure. In this paper we critically compare the characteristics of CTT and IRT methods in determining the psychometric properties of tests. We discuss the advantages and limitations of each method...

Psicometria: fundamentos matemáticos da Teoria Clássica dos Testes / Psychometrics: mathematical foundations of classical test theory / Psicometría: fundamentos matemáticos de la teoría clásica de los tests

Este artigo revisita textos clássicos em psicometria e apresenta os fundamentos matemáticos da Teoria Clássica dos Testes. Aborda o modelo matemático da análise fatorial, o modelo linear clássico, a derivação do índice de precisão e dos tipos de cálculo do coeficiente de precisão, o erro padrão da medida, o equacionamento da validade com a análise fatorial e, por último, a análise de itens. O texto interessa àqueles que queiram ampliar seu conhecimento nos conceitos de psicometria, entendendo de onde surgem as principais fórmulas que usamos na prática psicométrica de análise de testes e escalas.

This paper revisits the classic texts in psychometrics and presents the mathematical foundations of the classical test theory. It discusses the mathematical model of factor analysis, the classical linear model, the derivation of the reliability and types of calculation of the reliability coefficient, the standard error of measurement, the integration of validity with factor analysis and, finally, item analysis procedures. The text concerns those who want to deepen their knowledge in the concepts of psychometrics, understanding the origin of the main formulas that we use when doing psychometric analysis of tests and scales.

Este artículo repasa los textos clásicos en psicometría y presenta los fundamentos matemáticos de la teoría clásica de los testes. Explica el modelo matemático de análisis factorial, el modelo lineal clásico, la derivación del índice de precisión y los tipos de cálculo del coeficiente de precisión, el error estándar de medición, el ecuacionamento de la validez con el análisis factorial y, por último, el análisis de ítems. El texto es de interés para aquellos que desean ampliar sus conocimientos sobre los conceptos de la psicometría, la comprensión de donde surgen las principales fórmulas que se presentan en la práctica psicométrica de tests y escalas.

Escala Baptista de Depressão (Versão Adulto) - EBADEP-A: evidências de validade de construto e de critério / Escala Baptista de Depressão (Versão Adulto) - EBADEP-A: construct and criterion validity evidences

O presente estudo teve como objetivo analisar as qualidades psicométricas da Escala Baptista de Depressão (Versão Adulto) - EBADEP-A, com base na Teoria da Resposta ao Item - TRI e na Teoria Clássica dos Testes - TCT. Inicialmente, sobre os parâmetros de ajuste ao modelo, tanto no que concerne aos itens quanto às pessoas, os valores foram considerados de boa adequação, com percentual de desajuste considerado baixo. Em relação à precisão, tanto o alfa de Cronbach quanto o índice gerado pelo modelo de Rasch foram considerados excelentes. O estudo do funcionamento diferencial apresentou 17 itens com viés de resposta, sendo 11 favorecendo o grupo feminino e 6 o masculino. Quanto às análises com base na TCT, foi realizada ANOVA para análise dos grupos critério, sendo que a EBADEP-A foi capaz de discriminar os grupos de não-depressivos, universitários, psiquiátricos e depressivos. Estes resultados foram considerados como evidências de validade de construto e critério, respectivamente, complementando as diversas evidências já encontradas para a escala.

This study aimed to analyze the psychometric qualities of the Escala Baptista de Depressão (Versão Adulto) - EBADEP-A based on Item Response Theory - IRT and Classical Test Theory - TCT. Initially, adjustment parameters on the model, both regarding to items and to people, were considered good fit values, with a low percentage of mismatches. In relation to the reliability, both Cronbach's alpha and the Rasch index were considered great. The study of differential functioning presented 17 items with response bias, 11 favoring the female group and 6 the male one. As for the analysis based on TCT, it was performed an ANOVA to analyze the criterion groups, and the EBADEP-A was able to discriminate the non-depressed, college students, psychiatric and depressive groups. These results were considered as evidence of construct validity and criterion, respectively, complementing the variety of evidence ever found for the scale.

Producción de conocimiento en psicometría en instituciones de educación superior de Bogotá y Chía / Production of knowledge in psychometrics in higher education institutions in Bogotá and Chía

Esta investigación se propone describir la producción de conocimiento en psicometría e identificar aspectos que permitan retroalimentar las políticas de formación en el área. Para ello, se recolectaron tesis y trabajos de investigación de docentes de Psicología de Bogotá y Chía desde 1960 hasta el 2009. De un total de 7.259 trabajos, se revisaron con una rejilla diseñada 241 relacionados con el área de medición. Se identificó un incipiente pero creciente interés en el área en las dos últimas décadas, y la necesidad de profundizar en la apropiación y evaluación de los modelos vigentes en teoría de los test: teoría clásica y teoría de respuesta al ítem. Se señala, desde la doble perspectiva, teórica y aplicada, de la psicometría, la necesidad de fortalecer el dominio de los modelos, criterios y procedimientos de producción de evidencias de validez y confiabilidad de las pruebas construidas o evaluadas. Se resalta también la falta de consenso en relación con la clasificación de estudios en psicometría.

The main goal of this research project is to describe the production of knowledge in psychometrics and to identify aspects that make it possible to provide feedback for the development of training policies in this area. For this purpose, 7.259 theses and research projects carried out by professors of psychology in Bogotá and Chía between 1960 and 2009 were gathered, and 241 of them, related to the field of measurement, were analyzed using a grid designed for that purpose. results showed an incipient yet growing interest in the area over the past two decades, as well as a need for further appropriation and assessment of the existing models in test theory: classical theory and item response theory. From the dual perspective of theoretical and applied psychometrics, the study indicated the need to strengthen the models domain, the criteria, and the evidence production processes for the validity and reliability of constructed or evaluated tests. The study also showed the lack of consensus regarding the classification of psychometric studies.

Patient Simulation: A Literary Synthesis of Assessment Tools in Anesthesiology / 보건의료교육평가

High-fidelity patient simulation (HFPS) has been hypothesized as a modality for assessing competency of knowledge and skill in patient simulation, but uniform methods for HFPS performance assessment (PA) have not yet been completely achieved. Anesthesiology as a field founded the HFPS discipline and also leads in its PA. This project reviews the types, quality, and designated purpose of HFPS PA tools in anesthesiology. We used the systematic review method and systematically reviewed anesthesiology literature referenced in PubMed to assess the quality and reliability of available PA tools in HFPS. Of 412 articles identified, 50 met our inclusion criteria. Seventy seven percent of studies have been published since 2000; more recent studies demonstrated higher quality. Investigators reported a variety of test construction and validation methods. The most commonly reported test construction methods included "modified Delphi Techniques" for item selection, reliability measurement using inter-rater agreement, and intra-class correlations between test items or subtests. Modern test theory, in particular generalizability theory, was used in nine (18%) of studies. Test score validity has been addressed in multiple investigations and shown a significant improvement in reporting accuracy. However the assessment of predicative has been low across the majority of studies. Usability and practicality of testing occasions and tools was only anecdotally reported. To more completely comply with the gold standards for PA design, both shared experience of experts and recognition of test construction standards, including reliability and validity measurements, instrument piloting, rater training, and explicit identification of the purpose and proposed use of the assessment tool, are required.

Item Analysis of Clinical Performance Examination Using Item Response Theory and Classical Test Theory / 한국의학교육

PURPOSE: The objectives of this study were: 1) to analyze Clinical Performance Examination(CPX) items using item response theory(IRT) and classical test theory(CTT) and 2) to discuss how to apply and interpret these results in order to improve the quality of CPX items. In addition, we intended to explore statistical procedures in order to merge examination data from several different medical schools. METHODS: The subject of the study was the 2005 CPX examination data from 10 medical schools located in Seoul and the Kyunggi province. For merging data from ten different medical schools, Levene's test for homogeneity of variances was used. Homogeneous group selection was conducted based on ANOVA or Kruskal-Wallis' test and Tukey's multiple comparisons appropriately. The generalized partial credit model was applied to analyze polytomous items and the 2-parameter logistic model was used to analyze dichotomous items. RESULTS: Data from 8 medical schools were incorporated into the analysis. The result of the discrimination index by IRT was different from that of CTT in both polytomous and dichotomous items. Discrimination index from IRT tended to be lower than that of CTT. Difficulty index of dichotomous items of two models was correlated well with each other. However, for polytomous items, IRT model provided more information than CCT. CONCLUSION: We discovered that the CPX items were mostly easy in terms of difficulty index, and the result from IRT and CCT model did not correlated well in the discrimination index. IRT may provide more detailed information for polytomous items, but the checklist and criteria of scoring system should be cautiously reviewed.

Statistical Analysis with the Item-Response Theory of the First Trial of the Computer-Based Nationwide Common Achievement Test in Medicine / 医学教育

Data from the first trial of the computer-based nationwide common achievement test in medicine, carried out from February through July in 2002, were analyzed to evaluate the applicability of the item-response theory. The trial test was designed to cover 6 areas of the core curriculum and included a total of 2791 items. For each area, 3 to 40 items were chosen randomly and administered to 5693 students in the fourth to sixth years; the responses of 5676 of these students were analyzed with specifically designed computer systems. Each student was presented with 100 items. The itemresponse patterns were analyzed with a 3-parameter logistic model (item discrimination, item difficulty, and guessing parameter). The main findings were: 1) Item difficulty and the percentage of correct answers were strongly correlated (r=-0.969to-0.982). 2) Item discrimination and the point-biserial correlation were moderately strongly correlated (r=0.304 to 0.511). 3) The estimated abilities and the percentage of correct answers were strongly correlated (r=0.810 to 0.945). 4) The mean ability increased with school year. 5) The correlation coefficients among the 6 curriculum area ability scores were less than 0.6. Because the nationwide common achievement test was designed to randomly present items to each student, the item-response theory can be used to adjust the differences among test sets. The first trial test was designed without considering the item-response theory, but the second trial test was administered with a design better suited for comparison. Results of an analysis of the second trial will be reported soon.

Usability of Extended-matching Type Items in the Korean Medical Licensing Examinations (2002, 2003) / 한국의학교육

PURPOSE: In 2002, extended-matching type (R-type) items were introduced to the Korean Medical Licensing Examination. To evaluate the usability of R-type items, the results of the Korean Medical Licensing Examination in 2002 and 2003 were analyzed based on item types and knowledge levels. METHODS: Item parameters, such as difficulty and discrimination indexes, were calculated using the classical test theory. The item parameters were compared across three item types and three knowledge levels. RESULTS: The values of R-type item parameters were higher than those of A- or K-type items. There was no significant difference in item parameters according to knowledge level, including recall, interpretation, and problem solving. The reliability of R-type items exceeded 0.99. With the R-type, an increasing number in correct answers was associated with a decreasing difficulty index. CONCLUSION: The introduction of R-type items is favorable from the perspective of item parameters. However, an increase in the number of correct answers in pick 'n'-type questions results in the items being more difficult to solve.