scholarly journals A Generalizability Theory Study of Athletic Taping Using the Technical Skill Assessment Instrument

2014 ◽  
Vol 49 (3) ◽  
pp. 368-372 ◽  
Author(s):  
Mark R. Lafave ◽  
Dale J. Butterwick
Keyword(s):  
Student Performance ◽  
Generalizability Theory ◽  
Optimal Number ◽  
Technical Skill ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Standardized Patient ◽  
Therapy Program ◽  
Athletic Therapy ◽  
Reliability Coefficients

Context: Athletic taping skills are highly valued clinical competencies in the athletic therapy and training profession. The Technical Skill Assessment Instrument (TSAI) has been content validated and tested for intrarater reliability. Objective: To test the reliability of the TSAI using a more robust measure of reliability, generalizability theory, and to hypothetically and mathematically project the optimal number of raters and scenarios to reliably measure athletic taping skills in the future. Setting: Mount Royal University. Design: Observational study. Patients or Other Participants: A total of 29 university students (8 men, 21 women; age = 20.79 ± 1.59 years) from the Athletic Therapy Program at Mount Royal University. Intervention(s): Participants were allowed 10 minutes per scenario to complete prophylactic taping for a standardized patient presenting with (1) a 4-week-old second-degree ankle sprain and (2) a thumb that had been hyperextended. Two raters judged student performance using the TSAI. Main Outcome Measure(s): Generalizability coefficients were calculated using variance scores for raters, participants, and scenarios. A decision study was calculated to project the optimal number of raters and scenarios to achieve acceptable levels of reliability. Generalizability coefficients were interpreted the same as other reliability coefficients, with 0 indicating no reliability and 1.0 indicating perfect reliability. Results: The result of our study design (2 raters, 1 standardized patient, 2 scenarios) was a generalizability coefficient of 0.67. Decision study projects indicated that 4 scenarios were necessary to reliably measure athletic taping skills. Conclusions: We found moderate reliability coefficients. Researchers should include more scenarios to reliably measure athletic taping skills. They should also focus on the development of evidence-based practice guidelines and standards of athletic taping and should test those standards using a psychometrically sound instrument, such as the TSAI.

scholarly journals The Intra-rater Reliability of Nine Content-Validated Technical Skill Assessment Instruments (TSAI) for Athletic Taping Skills.

2008 ◽  
Vol 3 (3) ◽  
pp. 91-101 ◽  
Author(s):  
Niko G. Lagumen ◽  
Dale J. Butterwick ◽  
David M. Paskevich ◽  
Tak S. Fung ◽  
Tyrone L. Donnon
Keyword(s):  
Repeated Measures ◽  
Technical Skill ◽  
Skill Assessment ◽  
Standardized Patient ◽  
Assessment Instruments ◽  
Rater Reliability ◽  
University Of Calgary ◽  
Testing Site ◽  
Mean Differences ◽  
One Way Anova

Objective: To establish the intra-rater reliability of nine content-validated Technical Skill Assessment Instruments (TSAI) for the skills of athletic taping. Setting: University of Calgary. Subjects: Canadian Certified Athletic Therapists, CAT(C), with a mean ± SD of 9.6 ± 10.8 years as a CAT(C), 7.8 ± 10.9 years as a Supervisory Athletic Therapist, 8.5 ± 12.0 years teaching athletic taping skills, and 9.2 ± 11.5 years evaluating athletic taping skills. Design: Six Certified Athletic Therapists from Canada completed the repetitive evaluations of nine different athletic taping scenarios. Each rater evaluated the performance of a student therapist taping a standardized patient while using the appropriate TSAI designed for each athletic taping scenario. Evaluations occurred once per month for five successive months. Raters viewed the performances on a portable DVD player at a central testing site. Measurements: The percent scores of 270 completed TSAIs were used for analysis. ICC (3, k) was used to quantify the intra-rater reliability. We used a One-way ANOVA with repeated measures to determine if mean differences across testing months existed within raters. Significance was achieved with α = 0.05. Results: ICC values for the nine TSAIs ranged from 0.65 to 0.95 with Ankle 3 and Thumb 2 achieving the lowest and highest ICC values respectively. One-way ANOVA with repeated measures did not provide significant mean differences between testing months within each rater. Conclusion: The nine TSAIs possess substantial to almost perfect reliability with seven TSAIs appropriate for summative evaluations and two appropriate for formative evaluations.

Reliability of Scores Obtained with the Objectives-Based Motor Skill Assessment Instrument

1984 ◽  
Vol 1 (3) ◽  
pp. 230-239 ◽  
Author(s):  
Dale A. Ulrich ◽  
Steven L. Wise
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Variance Component ◽  
Generalizability Theory ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Fundamental Motor Skills ◽  
Skill Scores ◽  
The Individual ◽  
Composite Scores

This study was designed to investigate the reliability of individual and composite scores obtained with the Objectives-Based Motor Skill Assessment Instrument. Generalizability theory was used to determine if the test scores were reliable across raters and occasions. Two D studies were conducted to ascertain whether an increase in the number of raters from 10 to 20 would increase the reliability. Twenty raters were required to evaluate the fundamental motor skills of 10 subjects across two occasions from videotapes. In 92% of the individual skill scores, the between-subject variance component contributed the most to total variance. Therefore, it can be concluded that the test is extremely reliable across raters and occasions. Examination of the generalizability coefficients for the two D studies indicates that the reliability is not largely affected by increasing the number of raters.

Pengembangan Instrumen Penilaian Kinerja pada Praktikum Struktur dan Fungsi Sel Di SMA Negeri 1 Kota Jambi

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Nugroho Budhiwaluyo ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Cell Structure ◽  
Structure And Function ◽  
Assessment Instrument ◽  
Product Performance ◽  
Development Model ◽  
Test Results ◽  
Validity And Reliability ◽  
And Function

  This research aims to produce a final product in the form of a performance-assessment instrument on Cell Structure and Function experiment. The development model is ADDIE. Based on expert's judgment, the instrument was valid and can be tested in the field. Field-test results shown that the product performs high validity and reliability value on measuring student performance on Cell Structure and Function experiment. Therefore, it is concluded that this performance-assessment instrument theoretically and practically has a good quality for measuring student performance in both process and product performance on Cell Structure and Function experiment. Keywords: Development, Performance-Assessment Instrument, Cell Structure and Function Experiment 

The Utility of Peers and Trained Raters in Technical Skill-based Assessments a Generalizability Theory Study

2021 ◽  
Author(s):  
Tiffany N. Anderson ◽  
James N. Lau ◽  
Robert Shi ◽  
Richard W. Sapp ◽  
Lauren R. Aalami ◽  
...  
Keyword(s):  
Generalizability Theory ◽  
Technical Skill

scholarly journals Development of Skill Assessment Instrument Service Volly 6th Grade in Physical Education

2019 ◽  
Vol 2 (4) ◽  
pp. 634-641
Author(s):  
Moh. Noer ◽  
Ali Maksum ◽  
Anung Priambodo
Keyword(s):  
Large Scale ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Small Scale ◽  
Service Reliability ◽  
School Students ◽  
Assessment Guidelines ◽  
Initial Attitude

This research aims to develop instruments for assessing lower and upper service engineering skills in volleyball games for 6th-grade students in elementary schools. This research uses research and development methods, with the following development steps: (1) information gathering in the field, (2) analyze the information collected, (3) developing initial products, (4) expert validation and revision, (5) small-scale trials and revisions, (6) large-scale trials and revisions, (7) manufacturing of final products. The subject of this research is 6th-grade students of elementary students. Data analysis for the validity test was carried out with CVR (content validity ratio) and reliability using Alpha Cronbach. This research resulted in a handbook of instrument assessment tools for service techniques of lower and upper service in volleyball games for 6th-grade elementary school students, which contained instructions for use, student assignments sheets, assessment guidelines, assessment rubrics, and scoring tables, which have high validity. (1) And under service reliability initial attitude: r = 0.975, implementation: r = 0.961, follow-up motion: r = 0, 955. Upper Service for initial attitude: r = 0.961, implementation: r = 0.974, follow-up motion: r = 0.989.

scholarly journals Pengembangan Instrumen Keterampilan Komunikasi Ilmiah dalam Pembelajaran Fisika

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Susi Fenti ◽  
Siti Patonah ◽  
Harto Nuroso
Keyword(s):  
Communication Skills ◽  
Communication Skill ◽  
Scientific Communication ◽  
Development Stage ◽  
Assessment Instrument ◽  
Skill Assessment ◽  
Assessment Instruments ◽  
Planning Stage ◽  
Average Percentage ◽  
Concept Definition

This aims of this research is to develop and produce assessment  scientific communication skills instruments in physics learning of X grade senior high school is valid so it can be used to measure the scientific communication skills possessed and controlled by the students.This research is development of research use 4D model. This research is done through 4 stages, which are (1) analysis stage, (2) planning stage, (3) development stage, and (4) spread stage.This instrument assessment contains a descriptiontheory,concept definition, operationaldefinition, the latice instrument assessment scientific communication skill, assessment sheets of scientific communication skill, rubric assessment,scoring, and recapitulation score of scientific communication skill than have been validated by experts and tested.From the results of expert validation obtained an average 75,55% percentage which show the criteria of scientific communication skill assessment instrument is very valid. This instrument is tried of 32 students of class X MIA 1 in SMA N 3 Demak and done by conducted by 1 physics teacher. The results of trial shown that percentage of products developed base on response obtained average percentage of 88,83% with very valid criteria. While, the result of validity analysis show that there are 4 (9,3%) item statement is not valid because rxy <0,35, whereas 39 (90,7%) Other statement items are valid with rxy> 0,35. Invalid statements include item number 24, 29, 36, and 43. In the reliability analysis obtain value result rcritic = 0,84432, while rtable = 0,35. From the analysis of the reliability values obtained rcritic > rtable it can be concluded that the assessment instruments already reliable scientific communication skills.

scholarly journals Ensuring the Validity of Technical Skill Assessment Outcomes in Technology Education in Nigeria

2016 ◽  
Vol 6 (5) ◽  
Author(s):  
Nkechi Patricia-Mary Esomonu ◽  
Martins Ndibem Esomonu ◽  
Gbenga Kayode Oluwatoyo
Keyword(s):  
Technology Education ◽  
Technical Skill ◽  
Skill Assessment ◽  
Assessment Outcomes

scholarly journals Reliability of the Soleus H-Reflex in Different Sitting Postures

2020 ◽  
Vol 8 (4) ◽  
pp. 48
Author(s):  
Hamad S. Al Amer ◽  
Mohamed A. Sabbahi ◽  
Sharon L. Olson
Keyword(s):  
Generalizability Theory ◽  
Maximum Amplitude ◽  
H Reflex ◽  
Hoffmann Reflex ◽  
Reflex Amplitude ◽  
Recording Session ◽  
Acceptable Reliability ◽  
Healthy Participants ◽  
Reliability Coefficients ◽  
Adequate Reliability

The Soleus (SOL) Hoffmann reflex (H-reflex) is commonly recorded in sitting position. However, the reliability of recording is unknown. We assessed the reliability of SOL H-reflex amplitude measurements across multiple traces and sessions during erect, slumped, and slouched sitting postures using the generalizability theory. Five traces of the SOL H-reflex maximum amplitude (Hmax) were recorded from 10 healthy participants during erect, slumped, and slouched sitting postures in two sessions. A decision study analysis was then conducted to calculate the reliability coefficients of the Hmax for five traces and two sessions and to mathematically calculate the coefficients for seven and ten traces, and one and three sessions in the three sitting postures. For five traces and two sessions, the results showed reliability coefficients between 0.970 and 0.971, 0.980 and 0.979, and equal to 0.943 for erect, slumped, and slouched sitting, respectively. Averaging five traces of the Hmax in a single recording session was sufficient to obtain acceptable reliability in the three sitting postures (reliability range, 0.892–0.988). It was concluded that the SOL Hmax can be recorded during erect, slumped, and slouched sitting postures with adequate reliability.

scholarly journals Content Validation of Athletic Therapy Clinical Presentations in Canada

2016 ◽  
Vol 11 (2) ◽  
pp. 82-87 ◽  
Author(s):  
Mark R. Lafave ◽  
Michelle Yeo ◽  
Khatija Westbrook ◽  
Dennis Valdez ◽  
Breda Eubank ◽  
...  
Keyword(s):  
Clinical Practices ◽  
Therapy Program ◽  
Clinical Presentations ◽  
Difficulty Scale ◽  
High Altitude Cerebral Edema ◽  
Competency Based ◽  
Athletic Therapy ◽  
Difficulty Index ◽  
Teaching Learning ◽  
Undergraduate Programs

Context: Competency-based education requires strong planning and a vehicle to deliver and track students' progress across their undergraduate programs. Clinical presentations (CPs) are proposed as 1 method to deliver a competency-based curriculum in a Canadian undergraduate athletic therapy program. Objective: Validation of 253 CPs. Setting: Canadian universities/colleges and clinical practices. Patients or Other Participants: Six Canadian Athletic Therapists Association-accredited program directors and 6 athletic therapists with at least 10 years of experience working in both field and clinical athletic therapy settings. Intervention(s): We surveyed 12 experts who rated the importance and difficulty of 253 CPs using a 100-mm and electronic visual analog scale with extremely important at 1 anchor and irrelevant at the other end. Difficulty was measured in a similar manner anchored by extremely difficulty and extremely easy. Main Outcome Measure(s): Descriptive statistics for importance and difficulty were tabulated on all CPs. An importance-difficulty index was calculated as a mean score of both importance and difficulty scores. Results: Data were converted into quartiles to represent a 4-point categorical importance scale to mimic the original categories from the Ebel procedure (ie, essential, important, acceptable, and questionable). Difficulty was likewise converted into quartiles representing a 4-point categorical difficulty scale. Mean importance scores ranged from 99.3 for airway management (ie, most important) to 54 for high altitude cerebral edema (ie, less important). Clinical presentation difficulty scales ranged from 89.8 for biceps contusion (ie, easier) to 21.2 for decompression illness (ie, harder). Conclusions: These 253 CPs are thought to be representative (ie, valid) of the athletic therapy scope of practice in Canada. To our knowledge, CPs have not been developed in the athletic therapy context prior to this research. We anticipate more will be identified as these CPs are used to align teaching, learning, and assessment within competency-based athletic therapy programs in Canada.

Sign in / Sign up

Export Citation Format

Share Document