Age-Sensitive Instrument Design for Youth: A Developmental Approach

Autor/inn/en	Arthur, Ann M.; Smith, Michelle Howell; White, Andrew S.; Hawley, Leslie; Koziol, Natalie A.
Institution	University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Titel	Age-Sensitive Instrument Design for Youth: A Developmental Approach
Quelle	(2017), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Construction; Children; Adolescents; Child Development; Theories; Error of Measurement; Cognitive Development; Language Acquisition; Reading; Social Development; Moral Development; Developmental Stages; Developmentally Appropriate Practices; Responses + Suchen Sie Ihr Suchwort? Testaufbau; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindesentwicklung; Theory; Theorie; Messfehler; Kognitive Entwicklung; Sprachaneignung; Spracherwerb; Leseprozess; Lesen; Soziale Entwicklung; Moralische Entwicklung; Entwicklungsbezogene Bildung
Abstract	Designing instruments for children and youth that result in reliable and valid data requires consideration beyond calculating grade-level equivalence of the text. Very little methodological research has been conducted on the survey response processes of children and youth and there are no comprehensive guidelines informing instrument development for this population. This paper reviews and integrates theories from the fields of cognitive, developmental, and educational psychology, as well as survey methodology, to consider how children's cognitive, language/reading, and social/moral development impacts their progression through the four stages (comprehension, retrieval, judgment, and reporting) of the survey response model. Based on this review, a set of theoretically-based recommendations is proposed for designing or adapting instruments for children and youth that are 9 to 18 years old. These recommendations aim to minimize developmentally-related measurement errors within each stage of the response process. (As Provided).
Anmerkungen	Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site: http://www.cyfs.unl.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01