Evaluaciones de validez: introducción a la sección especial

Background: Validation is the process of providing evidence that tests and questionnaires are adequately and appropriately fulfi lling the purposes for which they are developed. In this special issue, experts from several countries describe specifi c approaches to test validation and provide examples of their approach. These approaches and examples illustrate the validation framework implied by the Standards for Educational and Psychological Testing. Method: We describe the Standards’ approach for building a validity argument based on validity evidence based on test content, response processes, internal structure, relations to other variables, and testing consequences. Results: The fi ve articles provide comprehensive examples of gathering data regarding these fi ve sources of evidence and how they contribute to the validation of the use of test scores for particular purposes. Conclusions: These fi ve articles provide concrete examples of how the fi ve sources of validity evidence suggested by the Standards can be used to develop a sound validity argument to support the use of a test for its intended purposes.Antecedentes: la validación es el proceso de aportar evidencias de que las evaluaciones mediante tests y cuestionarios cumplen adecuada y apropiadamente los objetivos para los que se elaboran. En este número especial expertos de varios países describen enfoques específi cos para la validación y aportan ejemplos. Estos enfoques y ejemplos ilustran el marco de validación implicado por los Standards for Educational and Psychological Testing. Método: describimos la aproximación de los Standards para elaborar un argumento de validez a partir de evidencias de validez basadas en el contenido del test, los procesos de respuesta, la estructura interna, las relaciones con otras variables y las consecuencias del uso del test. Resultados: los cinco artículos aportan ejemplos comprehensivos de obtención de datos en relación con las cinco fuentes de evidencia, y de cómo contribuyen a la validación del uso de las puntuaciones en el test para objetivos específi cos. Conclusiones: los cinco artículos aportan ejemplos concretos de cómo las cinco fuentes de evidencias de validez sugeridas por los Standards pueden utilizarse para elaborar un sólido argumento de validez que apoye el uso de test para sus objetivos previstos

Evidencia de validez basada en los procesos de respuesta

Background: Validity evidence based on response processes was first introduced explicitly as a source of validity evidence in the latest edition of Standards for Educational and Psychological Testing. In this paper, we present the theory, the relationship with other sources of validity evidence, and the methods available for validation studies aimed at obtaining validity evidence about response processes. Method: A comprehensive review of the literature along with theoretical and practical proposals. Results: The articles provides arguments for determining when validity evidence based on response processes is critical for supporting the use of the test for a particular purpose, and examples of how to perform a validation study to obtain such validity evidence. Conclusions: There are methods for obtaining validity evidence based on response processes. Special attention should be paid to validation studies using the cognitive interview method given its features and possibilities. Future research problems pose how to combine data from different methods —qualitative and quantitative—, to develop complete validity arguments that support the use of the test for a particular purpose.Antecedentes: la evidencia de validez basadas en los procesos de respuestas fue incluida explícitamente por primera vez como fuente de evidencias de validez en la última edición de los Standards for Educational and Psychological Testing. En este artículo, presentamos la teoría, la relación con otras fuentes de evidencias de validez, y los métodos disponibles para realizar estudios de validación cuyo objetivo sea obtener evidencias de validez sobre los procesos de respuesta. Método: una extensa revisión de la literatura junto con propuestas teóricas y prácticas. Resultados: el artículo aporta argumentos para determinar cuando la evidencia de validez basada en los procesos de respuesta es crítica para apoyar el uso del test para un objetivo particular, y ejemplos de cómo realizar un estudio de validación para obtener tales evidencias de validez. Conclusiones: hay métodos para obtener evidencias de validez basadas en los procesos de respuesta. Debe prestarse especial atención a los estudios de validación mediante el método de entrevista cognitiva por sus características y posibilidades. Futuros problemas de investigación plantean como combinar datos de métodos diferentes —cualitativos y cuantitativos—, para elaborar argumentos de validez que apoyen el uso del test para un objetivo particular.This study was partially funded by the Andalusia Regional Government under the Excellent Research Fund (Project nº SEJ-6569)

New rules for improving CAS capabilities when computing improper integrals. Applications in Math Education

In many Engineering applications the computation of improper integrals is a need. In [1] we pointed out the lack of some CAS when computing some types of improper integrals. Even more, the work developed showed that some improper integrals can not be computed with CAS using their build-in procedures. In this talk we will develop new rules to improve CAS capabilities in order to compute new improper integrals We will show some examples of improper integrals that CAS asMATHEMATICA, MAPLE, DERIVE or MAXIMA can not compute. Using advance techniques as Laplace and Fourier transforms or Residue Theorem in Complex Analysis, we will be able to develop new rules schemes for these improper integrals. We will also describe the conclusions obtained after using these new rules with our Engineering students when teaching Advanced Calculus. [1] José L.Galán-García, Gabriel Aguilera-Venegas, María Á. Galán-García, Pedro Rodríguez-Cielos, Iván Atencia-Mc.Killop. Improving CAS capabilities: New rules for computing improper integrals. Applied Mathematics and Computation. Volume 316, 1 January 2018, Pages 525-540.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Ronald K. Hambleton: A Legacy Beyond Quantitative Scientific Indicators

Professor Ronald K. Hambleton (1943-2022) shaped the development of psychometrics in the United States and had a far-reaching impact on professionals interested in psychological and educational measurement worldwide. All three authors were at different times visiting researchers in the Research, Educational Measurement & Psychometrics (REMP) Program at the School of Education at the University of Massachusetts at Amherst (USA). We would like to develop these brief notes according to three main arguments of how Ron impacted our lives: Hambleton as a "professional model," Hambleton as an "educator," and the indelible imprint that Ron has left on our professional practice

Measurement invariance of the driving inattention scale (ARDES) across 7 countries

The Attention-Related Driving Errors Scale (ARDES) is a self-report measure of individual differences in driving inattention. ARDES was originally developed in Spanish (Argentina), and later adapted to other countries and languages. Evidence supporting the reliability and validity of ARDES scores has been obtained in various different countries. However, no study has been conducted to specifically examine the measurement invariance of ARDES measures across countries, thus limiting their comparability. Can different language versions of ARDES provide comparable measures across countries with different traffic regulations and cultural norms? To what extent might cultural differences prevent researchers from making valid inferences based on ARDES measures? Using Alignment Analysis, the present study assessed the approximate invariance of ARDES measures in seven countries: Argentina (n = 603), Australia (n = 378), Brazil (n = 220), China (n = 308). Spain (n = 310), UK (n = 298), and USA (n = 278). The three-factor structure of ARDES scores (differentiating driving errors occurring at Navigation, Manoeuvring and Control levels) was used as the target theoretical model. A fixed alignment analysis was conducted to examine approximate measurement invariance. 12.3 % of the intercepts and 0.8 % of the item-factor loadings were identified as non-invariant, averaging 8.6 % of non-invariance. Despite substantial differences among the countries, sample recruitment or representativeness, study results support resorting to ARDES measures to make comparisons across the country samples. Thus, the range of cultures, laws and collision risk across these 7 countries provides a demanding assessment for a cultural-free inattention while-driving. The alignment analysis results suggest that ARDES measures reach near equivalence among the countries in the study. We hope this study will serve as a basis for future cross-cultural research on driving inattention using ARDES.Grant MCIN/AEI/ 10.13039/501100011033State Research Agency (SRA) (MCIN/AEI/) (PID2020-113978RB-I00 and PDC2021-12944-I00)Spain and European Regional Fund “ERDF” A way of making Europe"European Union” or by the “European Union NextGenerationEU/PRTR”Junta de Andalucía I + D + I Programa Operativo FEDER Andalucía (P20_00338, A-SEJ-114-UGR20 and PYC20 RE 022 UGR)Plan Nacional de Drogas (Ministerio de Sanidad) PND-020-019Funding for open access charge: Universidad de Granada / CBU

Parenting in the context of driving: Spanish adaptation of the Family Climate for Road Safety (FCRSS) for parents and children

The Family Climate for Road Safety Scale (FCRSS; Taubman – Ben-Ari & Katz – Ben-Ami, 2013) is a comprehensive measure originally developed in Israel to assess parent-children relations in the specific context of driving. The scale consists of seven dimensions: Modelling, Feedback, Communication, Monitoring, Messages, Limits, and Non-commitment to Safety. While the original FCRSS examines the young drivers’ perception across the seven domains, a version applicable to parents has also been developed by the same authors. The current study investigates the validity and reliability of the FCRSS-Spain for both parents and young drivers. A total of 377 parents (199 fathers and 178 mothers) and 243 of their children (143 daughters and 100 sons) responded to the FCRSS-Spain versions and provided sociodemographic data. In addition, the young drivers completed the Spanish version of the Multidimensional Driving Style Inventory (MDSI-Spain). Results from exploratory structural equation modelling (ESEM) indicate that six out of the seven FCRSS domains were replicable among Spanish drivers. The Messages dimension did not emerge as a consistent factor in the FCRSS for either parents or young drivers. All six factors demonstrated good internal consistency reliability (ordinal alpha coefficients exceeding 0.70), except for Non-commitment to safety. Significant differences were found between mothers and fathers in various FCRSS dimensions in the predicted direction, whereas no significant differences in FCRSS scores were found between young men and young women. As expected, associations were found between parents’ scores in various FCRSS dimensions and the reckless, angry, dissociative, anxious, and careful driving styles reported by the young drivers, as well as between young drivers’ FCRSS scores and their self-reported reckless, angry, dissociative, anxious, and careful driving styles.State Research Agency (SRA) (MCIN/AEI/) (PID2020-113978RB-I00 and PDC2021-12944-I00)Spain and European Regional Fund “ERDF” A way of making Europe”Junta de Andalucía I + D + I Programa Operativo FEDER Andalucía (P20_00338, A-SEJ-114-UGR20 & PYC20 RE 022 UGR), Spai

Random samples generation with Stata from continuous and discrete distributions

Simulations are nowadays a very important way of analyzing new improvements in different areas before the physical implementation, which may require hard resources which could only be affronted in case of a high probability of success. The use of random samples from different distributions are a must in simulations. In this talk we introduce new Stata functions for generating random samples from continuous and discrete distributions that are not considered in the defined Stata random-number generation functions. In addition, we will also introduce new Stata functions for generating random samples as an alternative of the build-in Stata functions. The goodness of the generated samples will be checked using the mean squared error (MSE) of the differences between the frequencies of the sample and the theoretical expected ones. We will also provide bar charts which will allow the user to compare graphically the sample with the exact distribution function of the random distribution which is being sampled.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Teaching Partial Differential Equations with CAS

Partial Differential Equations (PDE) are one of the topics where Engineering students find more difficulties when facing Math subjects. A basic course in Partial Differential Equations (PDE) in Engineering, usually deals at least, with the following PDE problems: 1. Pfaff Differential Equations 2. Quasi-linear Partial Differential Equations 3. Using Lagrange-Charpit Method for finding a complete integral for a given general first order partial differential equation 4. Heat equation 5. Wave equation 6. Laplace’s equation In this talk we will describe how we introduce CAS in the teaching of PDE. The tasks developed combine the power of a CAS with the flexibility of programming with it. Specifically, we use the CAS DERIVE. The use of programming allows us to use DERIVE as a Pedagogical CAS (PECAS) in the sense that we do not only provide the final result of an exercise but also display all the intermediate steps which lead to find the solution of a problem. This way, the library developed in DERIVE serves as a tutorial showing, step by step, the way to face PDE exercises. In the process of solving PDE exercises, first-order Ordinary Differential Equations (ODE) are needed. The programs developed can be grouped within the following blocks: - First-order ODE: separable equations and equations reducible to them, homogeneous equations and equations reducible to them, exact differential equations and equations reducible to them (integrating factor technique), linear equations, the Bernoulli equation, the Riccati equation, First-order differential equations and nth degree in y’, Generic programs to solve first order differential equations. - First-order PDE: Pfaff Differential Equations, Quasi-linear PDE, Lagrange-Charpit Method for First-order PDE. - Second-order PDE: Heat Equation, Wave Equation, Laplace’s Equation. We will remark the conclusions obtained after using these techniques with our Engineering students.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Individual and societal risk factors of attitudes justifying intimate partner violence against women: a multilevel cross-sectional study

Data are available in a public, open access repository. Data used in the research are available in a public, open access repository. These can be obtained at https:// osf. io/ vza98/? view_ only= 8748 b54b f6a1 44b0 896e 6a9e 5f239e89 or by emailing to first author.Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.Objectives Attitudes justifying intimate partner violence against women (IPVAW) can play an essential role in explaining the prevalence of such public health problem. The study aim was to explain attitudes justifying IPVAW identifying individual and societal risk factors. Design and setting A multilevel cross-sectional study of the World Values Survey (WVS) in 54 global countries. Participants A representative transnational community-based sample of 81 516 participants (47.8% male, 52.1% female), aged mean of 42.41. Measures Attitudes justifying IPVAW, sociodemographic, sexism, self-transcendence and conservation values were measured using questions from WVS. Country and regional gender inequality were assessed by Gender Inequality Index. Results Around 16% (intraclass correlation=0.16) of individual differences in attitudes justifying IPVAW are explained by countries. Statistically significant predictors at individual and country level were: sex (B=−0.24, 95% CI −0.27 to −0.22), age (B=−0.08 to −0.25, 95% CI −0.34 to −0.03), marital status (B=0.09 to 0.23, 95% CI 0.002 to 0.33), educational level (B=−0.10 to −0.14, 95% CI −0.20 to −0.04), self-transcendence values (B=−0.10, 95% CI −0.20 to −0.12), sexism (B=0.21, 95% CI 0.15 to 0.28), country (B=2.18, 95% CI 1.09 to 3.26) and regional (B=2.23, 95% CI 1.04 to 3.42) gender inequality. Country gender inequality (B=−0.18, p=0.12) and regional gender inequality (B=−0.21, p=0.10) did not moderate the associations between self-transcendence values and attitudes justifying IPVAW. In the same way for sexism, data did not provide support for a moderating role of country gender inequality (B=0.22, p=0.26) and regional gender inequality (B=0.10, p=0.66). Conclusions Individual and country predictors accounted for differences in attitudes justifying IPVAW. However, neither gender inequality of country nor gender inequality of region interacted with sexism and self-transcendence values. Theoretical and methodological implications are discussed.Scholarship for University Teachers Training - Spanish Ministry of Education, Culture and Sport FPU16/0302

Revisión de las propiedades psicométricas de las versiones larga y reducida de la Escala sobre Ideología de Género

La ideología de género es un constructo de gran relevancia en el análisis psicológico del género, que se ha mostrado relacionado con multitud de comportamientos, creencias y actitudes de hombres y de mujeres, especialmente con aquellos relacionados con la discriminación de género. Tras definir el constructo que se pretende medir, en este estudio instrumental se revisan los estudios realizados para la elaboración y evaluación de las propiedades psicométricas de las versiones larga y reducida de la Escala de Ideología de Género (EIG). Los estudios revisados muestran que: a) los valores del coeficiente alfa para ambas versiones varían entre 0,70 y 0,90; b) el patrón general de las medias de las puntuaciones totales se inclina hacia el polo igualitario de la escala; y c) las evidencias convergentes y discriminantes de las mediciones aportadas por ambas versiones de la EIG son coherentes con la teoría sobre el constructo. Por último, se apuntan futuras investigaciones sobre la estructura factorial de las escalas y la utilidad predictiva del constructo ideología de género.Gender ideology is a very important construct in the psychological study of gender. Research has shown that gender ideology is related to many behaviours, believes, and attitudes of men and women, specially with those related to gender discrimination. Firstly, the construct ‘gender identity’ is defined. Secondly, in this article studies conducted to elaborate and evaluate the psychometric properties of the long and the short versions of the Gender Ideology Scale are revised. Results of these instrumental studies show the following: a) alpha coefficients for both versions range from.70 to .90; b) the general pattern of total scores is biased toward the equalitarian pole of the scale; and c) convergent and discriminant evidences related to the use of both versions are consistent with the theory about gender ideology. Finally, future research about the scale factorial structure and the predictive utility of the construct gender ideology are suggested.A ideologia de género é um construto de grande relevância na análise psicológica do género, que se tem mostrado relacionado com uma variedade de comportamentos, crenças e atitudes de homens e mulheres, especialmente com aqueles relacionados com a discriminação de género. Depois de se definir o construto que se pretende medir, neste estudo instrumental revêem-se os estudos realizados para a elaboração e avaliação das propriedades psicométricas das versões larga e reduzida da Escala de Ideologia de Género (EIG). Os estudos revistos mostram que: a) os valores do coeficiente alfa para ambas as versões variam entre 0,70 e 0,90; b) o padrão geral das médias de pontuações totais inclina-se para o pólo igualitário da escala; e c) as evidências convergentes e discriminantes das medições fornecidas por ambas as versões da EIG são coerentes com a teoria sobre o construto. Por último, indicam-se futuras investigações sobre a estrutura factorial das escalas e a utilidade preditiva do construto ideologia de género.Este trabajo se ha realizado dentro del proyecto de investigación “Diferencias de poder y género: aspectos psicosociales” (Ministerio de Educación y Ciencia, referencia SEJ2004-02817/PSIC)