The standards validity 1999 download pdf

The Standards is a joint publication of the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education and has been approved or endorsed by each of these organizations. Show page numbers Download PDF. Search form icon-arrow-top icon-arrow-top. Page Site Advanced 7 of Edited by: Bruce B.

Code of Fair Testing Practices in Education. American Psychological Association. Cronbach, L. Five perspectives on validation argument. Braun Eds. Hillsdale, NJ: Lawrence Erlbaum.

Construct validation after thirty years. Linn Ed. Proceedings of a symposium in honor of Lloyd G. Humphreys pp. Gordon, E. Human diversity and educational assessment. A monograph of the implications of human diversity and cultural pluralism for an equitable system of educational assessment. Review and discussion draft. Guernsey, L. The Chronicle of Higher Education , 42 ,No. Haertel, E. Phillips Ed. Howe, K. Standards, assessment, and equality of educational opportunity. Educational Researcher , 23 8 , 27— Kozol, J.

Savage inequalities. New York: Crowne Publishers. Lawton, M. Summit accord calls for focus on standards. Education Week , April 3, pp. Lederman, D. Appeals court stays its order barring use of race in admissions. Linn, R. These results demonstrate that the scale is a valid and reliable instrument. E-mail: aakin sakarya. As social sciences tried to better understand the human being, it became evident that positive aspects of psychological functioning were misunderstood and perhaps most importantly unders- tudied.

In order to empirically examine positive aspects of human func- tioning, an operational definition of psychological well-being had to be established.

This was a major undertaking, because like most psycholo- gical constructs, psychological well-being is multifaceted and encom- passes multiple dimensions Christopher, Part of the difficulty in grasping a profound understanding of the concept of psychological well-being is the wide variety of concepts used interchangeably in the literature. Stull , however, stated that even though these concepts are related, they are not identical.

Various approaches to conceptualizing well-being have been proposed. Some have suggested that well-being results from achieving a goal Di- ener, while other perspectives hold that happiness results from engaging in interesting and challenging activities Chekola, Despite the difficulty in de- fining and describing well-being, researchers have described numero- us variables that appear to be associated with the construct.

Ryff, ho- wever, undertook the difficult task of distilling these theories and deve- loped an original psychological well-being model. For example, a psychotic person might say being happy though psycho- logically distresses. The item instrument consists of six subscales: a Autonomy, b Environmen- tal mastery, c Personal growth, d Positive relationships with others, e Purpose in life, and f Self-acceptance. Each subscale consists of 14 items divided approximately equally between positive and negati- ve items.

The positive relationships with ot- hers dimension assesses the ability to love, trust, and establish deep rela- tionships with others. Finally, the self-acceptance dimension assesses positive attitudes held toward the self. Certain items are reverse coded. Scores are summed and subscale scores are obtained. The total score is the sum of the 84 items. Higher scores indicate higher psychological well-being within the res- pective dimension. The SPWB takes approximately twenty five minutes to complete.

The reliability and validity of the SPWB was assessed using a sample of participants. Ryff a reported the following internal con- sistency reliability coefficients:. Test-retest reliability was assessed using a subset of the sample, people, over six weeks; coefficients ranged from.

In an another study, the internal consistency reliability coefficients were. Test-retest reliability coefficients, over eight weeks, ranged from. To assess the validity of the SPWB, each of the six dimensions was correlated with several existing measures of psychological well-being were: 1 the Affect Balance Scale correlations ranged from.

The purpose of this study is to translate the SPWB into Turkish and investi- gate the psychometric properties of the Turkish version of this scale. The first group was university students from Sa- karya, Istanbul, and Karadeniz Technical Universities in Turkey. The mean age of the participants was The second group was Eng- lish teachers 46 female, 78 male mean age of them was The third group consisted of university students from Sakarya University.

Measures The Self-compassion Scale. Language validity findings indicate that correlations between the Turkish and English forms were. The internal consistency coefficients were. The DASS is a item self-report inventory that provides scores on three subscales: Depressi- on items , anxiety items , and stress items.

Each item was rated on a 4-point scale. The language validity findings indicate that correlation between the Turkish and English forms was. Factor lo- adings of the subscales ranged from. The internal consistency alpha coefficient was found.

After that they were back-translated into English and examined the consistency between the Turkish and English versions of the scale. Finally, these experts discussed the Turkish form and along with some corrections this scale was prepared.

After that a study of language equivalence was executed and then the validity and reliability analyses of the scale were examined. In this study, construct and concurrent validities and re-test and internal consistency reliabiliti- es, and item analysis of the SPWB were examined.

The results of exploratory factor analysis have demonstrated that the items loaded on six factors similar to original form of the SPWB.

Fac- tor loadings ranged from. These results showed that self-compassion correlated all six subscales of the SPWB positively. Further, six subscales of the SPWB were found related negatively to depression, anxiety and, stress ranged from -.

The internal consistencies of the SPWB were. To establish test-retest reliability, the SPWB was administrated to university students, over a four-week period. Results indicated that test- retest reliability scores of the SPWB were. Findings also demonstrated that item-total correlations ranged from. The results of language equivalency showed that the correlations between the Turkish and English forms were high. The results of exploratory factor analysis demonstrated that the items loaded on six factors and that the factor structure was harmonized with the factor structure of the original scale.

The results of confirmatory factor analysis indicated that the model was well fit. Thus, it can be said that the structural model of the SPWB which consists of six factors was well fit to the Turkish culture. However, further studies that will use the SPWB are important for its measurement force.