简介：Validityandreliability,aswealllearnedinourfirstresearchmethodsclass,aretwoofthemostimportantqualitiesofanytest,measurementorassessment.Whencomparedwithvalidity,reliabilityisactuallymoreimportantsincewithoutit,therewouldbenovalidity.Sincereliabilityissoimportant,almostallresearchjournalstodayhavesomearticlesrelatedtoreliability.Unfortunately,manyofthesearticlesfailtoreport

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简介：Thepapermakesastudyonsixparts,namely,speaking,writing,sentence,cloze,readingandlisteninginanEnglishtestwithstudentsattwodifferentproficiencylevels.Theirscoredatawerestudiedthroughreliabilityanalysis,validityanalysis,factoranalysisandanalysisofvariance(ANOVA)toconductthevalidationofthisEnglishtest.Thepapertriestoexplorethescoredatainternalconsistency,groupdifferencerecognitiontomaintaintheobjectivityandaccuracyinEnglishtests.

简介：Allhumanslearnabouttheworldthroughfivesensesastheyarethefirstcontactpointwheninformationentersthebrain.TheVARKlearningstyleinventoryisthesoleassessmenttooltomeasureanindividual’slearningpreferenceintermsofsenses.VARKrepresentsvisual(V),aural(A),read/write(R),andkinaesthetic(K).TheaimofthisstudywastoexaminethereliabilityofVARKquestionnaireversion7.8inChineselearnerswithfourmultitrait-multimethodconfirmatoryfactoranalysis(MTMM-CFA)modelsforfurtherresearchstudy.Atotalof177Chinesenursingundergraduateswererecruited.Theresultsshowedthatcorrelatedtrait-correlateduniqueness(CTCU)wasthebest-fitmodeltotheVARKscoresandthereliabilityestimatesforthescoresoftheVARKsubscalesrangedfrom0.69-0.84.Amongthese177nursingstudents,therewere46(26%)visuallearners,27(15.3%)aurallearners,11(6.2%)read/writelearners,21(11.9%)kinaestheticlearners,and72(40.7%)multi-modallearners.

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简介：以便评估水分发系统的地震可靠性并且相应地做康复决定，估计管道损坏状态并且基于管子漏模型进行功能的分析是必要的。当地震发生了时，水分发系统不停地与漏服务。由与漏在管道的中心增加一个虚拟节点，压力驱动的分析的一条有效途径为模仿许多低相对情形被开发，并且一个水力的漏模型也被造与地震损坏执行水供应网络的水力的分析。然后，mean-first-order-second-moment方法被用来分析水分发系统的地震有用性。根据评价分析，被破坏或突现地在重漏被孤立并且修理的管子，它改进了水供应网络的能力并且将为提高系统的地震可靠性组成基础。水分发系统上的地震可靠性和康复决定分析的建议途径被表明通过案例研究有效。

简介：Background：TheGlobalPhysicalActivityQuestionnaire（GPAQ）hasbeenusedtomeasurephysicalactivity（PA）andsedentarytimeinFrance,butnostudyhasassesseditspsychometricproperties.ThisstudyaimedtocomparethereliabilityaswellascriterionandconcurrentvalidityoftheFrenchversionoftheGPAQwiththeFrenchInternationalPhysicalActivityQuestionnairelongform（IPAQ-LF）anduseofanaccelerometerinageneraladultpopulation.Methods：Weincluded92participants（studentsorstaff）fromtheMedicineCampusattheUniversityofLorraine,Nancy（north-easternFrance）.TheFrenchGPAQwascompletedtwice,7daysapart,tostudytest-retestreliability.TheIPAQ-LFwasusedtoassessconcurrentvalidityoftheGPAQ,andparticipantsworeanaccelerometer（ActiGraphGT3X＋）for7daystostudycriterionvalidity.ReliabilityaswellasconcurrentandcriterionvalidityoftheGPAQweretestedbytheintraclasscorrelationcoefficient（ICC）,Spearmancorrelationcoefficientforquantitativevariables,andKappaandPhicoefficientsforqualitativevariables.BothconcurrentandcriterionvalidityofGPAQwereassessedbyBland-Altmanplots.Results：TheGPAQshowedpoortogoodreliability（ICC=0.37-0.94;Kappa=0.50-0.62）andconcurrentvalidity（Spearmanr=0.41-0.86）,butonlypoorcriterionvalidity（Spearmanr=-0.22-0.42）.LimitsofagreementfortheGPAQandaccelerometerwerewide,withdifferencesbetween286.5min/weekand601.3min/week.Conclusion：TheFrenchversionoftheGPAQprovideslimitedbutacceptablereliabilityandvalidityforthemeasurementofPAandsedentarytime.ItmaybeusedforassessingPAandsedentarytimeinaFrenchadultpopulation.

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简介：Purpose:Theprimaryaimofthisstudywastodevelopanassessmentofthefundamental,combined,andcomplexmovementskillsrequiredtosupportchildhoodphysicalliteracy.Thesecondaryaimwastoestablishthefeasibility,objectivity,andreliabilityevidencefortheassessment.Methods:Anexpertadvisorygrouprecommendedacourseformatfortheassessmentthatwouldrequirechildrentocompleteaseriesofdynamicmovementskills.Criterion-referencedskillperformanceandcompletiontimeweretherecommendedformsofevaluation.Children,8–12yearsofage,self-reportedtheirageandgenderandthencompletedthestudyassessmentswhileattendinglocalschoolsordaycamps.FacevaliditywaspreviouslyestablishedthroughaDelphiexpert(n=19,21%female)reviewprocess.Convergentvaliditywasevaluatedbyageandgenderassociationswithassessmentperformance.Inter-andintra-rater(n=53,34%female)objectivityandtest–retest(n=60,47%female)reliabilitywereassessedthroughrepeatedtestadministration.Results:Mediantotalscorewas21of28points(range5–28).Mediancompletiontimewas17s.Totalscoreswerefeasibleforall995childrenwhoself-reportedageandgender.Totalscoredidnotdifferbetweeninsideandoutsideenvironments(95%confidenceinterval(CI)ofdifference:-0.7to0.6;p=0.91)orwith/withoutfootwear(95%CIofdifference:-2.5to1.9;p=0.77).Olderage(p<0.001,η2=0.15)andmalegender(p<0.001,η2=0.02)wereassociatedwithahighertotalscore.Inter-raterobjectivityevidencewasexcellent(intraclasscorrelationcoefficient(ICC)=0.99)forcompletiontimeandsubstantialforskillscore(ICC=0.69)for104attemptsby53children(34%female).Intra-raterobjectivitywasmoderate(ICC=0.52)forskillscoreandexcellentforcompletiontime(ICC=0.99).Reliabilitywasexcellentforcompletiontimeoverashort(2–4days;ICC=0.84)orlong(8–14days;ICC=0.82)interval.Skillscorereliabilitywasmoderate(ICC=0.46)overashortinterval,a

简介：摘 要 运用症状自评量表SCL-90对广州某高职院校7094例学生进行测量，检验信效度、总结规律性选择的影响因素,探索提高问卷有效率的方法。结果发现： SCL-90量表各因子分得分与全国部分地区大学生常模有极其显著的差异；SCL-90的信度良好，结构效度有待提高；性别在规律性选择的出现比例上有差异显著；心理健康教育课程对规律性选择的出现有显著的影响。