ERIC Number: EJ807762
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-7315
EISSN: N/A
Available Date: N/A
Cognitive Pretesting and the Developmental Validity of Child Self-Report Instruments: Theory and Applications
Woolley, Michael E.; Bowen, Gary L.; Bowen, Natasha K.
Research on Social Work Practice, v14 n3 p191-200 2004
In the context of the importance of valid self-report measures to research and evidence-based practice in social work, an argument-based approach to validity is presented and the concept of developmental validity is introduced. Cognitive development theories are applied to the self-report process of children, and cognitive pretesting is reviewed as a methodology to advance the validity of self-report instruments for children. An application of cognitive pretesting is presented in the development of the Elementary School Success Profile. Two phases of cognitive pretesting were completed to gather data about how children read, interpret, and answer self-report items. Cognitive pretesting procedures identified validity problems with numerous items leading to modifications. Cognitive pretesting framed by an argument-based approach to validity holds significant potential to improve the developmental validity of child self-report instruments. (Contains 1 figure and 1 table.)
Descriptors: Validity, Pretesting, Social Work, Cognitive Development, Measures (Individuals), Self Evaluation (Individuals), Cognitive Ability, Children, Academic Achievement, Elementary Education, School Readiness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A