Developing and validating a questionnaire Dirty sex chat examples

S-CVI for relevance, simplicity, clarity and ambiguity was 0.72, 0.86, 0.72 and 0.72, respectively.

S-CVI/average or average congruency percentagewas 0.95, 0.97, 0.95 and 0.95 for relevance, simplicity, clarity and ambiguity, respectively.

Concurrent validity was assessed through correlations between liking scores and self-reported frequencies of consumption.

Comments from the experts led to changes in the list of foods included in the questionnaire.

An Exploratory Factor Analysis (EFA) was performed to assess the number of subscales of the questionnaire.

Internal consistency and test-retest reliability of the subscales were evaluated.

We detail and discuss herewith the content validity of the questionnaire developed for the survey.Psychological Test and Assessment Modeling, Volume 54, 2012 (3), 227-256 Developing and validating an Academic Listening Questionnaire Vahid Aryadoust1, Christine C. Goh2 & Lee Ong Kim2 Abstract This article reports on the development and administration of the Academic Listening Self-rating Questionnaire (ALSA).The ALSA was developed on the basis of a proposed model of academic listening comprising six related components. Lee Self-rating, a process by which students systematically appraise their own skills and abilities, has attracted significant attention among researchers as an effective tool in language and educational training and assessment (Adams & King, 1995; Brantmeier, 2005, 2006; Cameron, 1990; Heilenmann, 1990; Jafarpour, 1991; Little, 2005; Mowl & Pain, 1995; Orsmond, Merry, & Reiling, 1997; Rivers, 2001; Rolfe, 1990; Ross, 1998; Shore, Shore, & Thornton III, 1992; Stefani, 1994; Sullivan & Hall, 1997).The researchers explain the utility of the questionnaire for educational and assessment purposes. Little advocated establishing self-rating procedures that “bring the learning process into a closer and more productive relation to tests and examinations than has traditionally been the case” (Little, 2005, p.Key words: academic listening, language testing, Rating Scale Model, structural equation modeling 1 Correspondence concerning this article should be addressed to: Vahid Aryadoust, Centre for English Language Communication, 10 Architecture Drive, Singapore 117511, National University of Singapore; email: [email protected], [email protected] 2 National Institute of Education, Nanyang Technological University 228 V. 324), and using these procedures in high-stakes assessment.

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