Cross-Regional Validation of the school version of the assessment of motor and process skills / Michaela MUNKHOLM in American Journal of Occupational Therapy, Vol. 64/5 (septembre-octobre 2010)

Public ISBD [article]  inAmerican Journal of Occupational Therapy > Vol. 64/5 (septembre-octobre 2010) . - p. 768-775 Titre : Cross-Regional Validation of the school version of the assessment of motor and process skills Type de document : texte imprimé Auteurs : Michaela MUNKHOLM ; Brett BERG ; Britta LOFGREN Année de publication : 2010 Article en page(s) : p. 768-775 Langues : Anglais (eng) Mots-clés : Evaluation Résumé : Objectives The objective was to determine whether the School Version of the Assessment of Motor and Process Skills (School AMPS) is valid when used to evaluate students in different world regions. Method Participants were 984 students, ages 3--13 yr, from North America, Australia and New Zealand, United Kingdom, and the Nordic countries, matched for age and diagnoses. We used FACETS many-faceted Rasch analyses to generate item difficulty calibrations by region and evaluate for significant differential item functioning (DIF) and differential test functioning (DTF). Results Four School AMPS items demonstrated DIF but resulted in no DTF. Conclusion This study provided support for occupational therapists using the School AMPS to evaluate students’ quality of schoolwork task performances across regions because the School AMPS measures are free of bias associated with world region. Permalink : ./index.php?lvl=notice_display&id=14029 [article] Cross-Regional Validation of the school version of the assessment of motor and process skills [texte imprimé] / Michaela MUNKHOLM ; Brett BERG ; Britta LOFGREN . - 2010 . - p. 768-775. Langues : Anglais (eng) in American Journal of Occupational Therapy > Vol. 64/5 (septembre-octobre 2010) . - p. 768-775 Mots-clés : Evaluation Résumé : Objectives The objective was to determine whether the School Version of the Assessment of Motor and Process Skills (School AMPS) is valid when used to evaluate students in different world regions. Method Participants were 984 students, ages 3--13 yr, from North America, Australia and New Zealand, United Kingdom, and the Nordic countries, matched for age and diagnoses. We used FACETS many-faceted Rasch analyses to generate item difficulty calibrations by region and evaluate for significant differential item functioning (DIF) and differential test functioning (DTF). Results Four School AMPS items demonstrated DIF but resulted in no DTF. Conclusion This study provided support for occupational therapists using the School AMPS to evaluate students’ quality of schoolwork task performances across regions because the School AMPS measures are free of bias associated with world region. Permalink : ./index.php?lvl=notice_display&id=14029

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
Revue	Revue	Centre de Documentation HELHa Campus Montignies	Réserve	Consultable sur demande auprès des documentalistes Exclu du prêt

---

1 (1 - 1 / 1)