形成性行为评估跨八个构造:直接行为评级的可靠性和形成性行为评级措施
Robert J Volpe1, Michael Matta2, Amy M Briesch1
1Department of Applied Psychology, Northeastern University, 360 Huntington Ave., Boston, MA 02115, USA.
Journal of school psychology
|November 11, 2023
概括
直接行为评级 (DBR) 和形成性行为评级措施 (FBRM) 在多个构造中显示可靠的心理测量特性. 本研究支持使用各种形成性评估工具来评估基于学校的干预措施.
科学领域:
- 教育心理学教育心理学
- 行为科学 行为科学
- 心理测量 心理测量 心理测量
背景情况:
- 直接行为评分 (DBR) 是对评估学校干预措施的有希望的,但对多个构造的心理测量数据有限.
- 现有的研究往往侧重于单项DBR方法,使多项和每周的措施不那么被探索.
研究的目的:
- 检查四种形成性行为评估方法 (DBR和FBRM,单项和多项) 在八种心理构造中的可靠性.
- 为学校环境中更广泛的形成性评估工具提供心理测量证据.
主要方法:
- 在八个结构中调查了单项和多项DBR (每日) 和FBRM (每周) 的依赖性.
- 91名学校专业人员在指定的评估条件下对一个学生进行了评分.
- 计算了每个方法和构造的可靠性估计.
主要成果:
- 可靠性估计范围从0.75到0.96,显示了各种方法和构造的大量变化.
- 所有评估的形成性评估工具都显示出可接受的可靠性.
- 对于大多数构造,多项和每周的措施显示出与每日单项DBR相比的可靠性.
结论:
- 该研究支持使用广泛的形成性评估工具,包括多项和每周的措施,以评估基于学校的干预措施.
- 调查结果表明,DBR和FBRM在心理测量上是对评估各种学生行为和技能的正确结果.
- 结果鼓励在学校更广泛地采用这些可靠的形成性评估方法.
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