title: Cross-cultural validation of the stroke riskometer using generalizability theory (vol 11, 19064, 2021)

authors: Medvedev, Oleg N.

subjects: Science & Technology

abstract: The Stroke Riskometer mobile application is a novel, validated way to provide personalized stroke risk assessment for individuals and motivate them to reduce their risks. Although this app is being used worldwide, its reliability across different countries has not yet been rigorously investigated using appropriate methodology. The Generalizability Theory (G-Theory) is an advanced statistical method suitable for examining reliability and generalizability of assessment scores across different samples, cultural and other contexts and for evaluating sources of measurement errors. G-Theory was applied to the Stroke Riskometer data sampled from 1300 participants in 13 countries using two-facet nested observational design (person by item nested in the country). The Stroke Riskometer demonstrated strong reliability in measuring stroke risks across the countries with coefficients G relative and absolute of 0.84, 95%CI [0.79; 0.89] and 0.82, 95%CI [0.76; 0.88] respectively. D-study analyses revealed that the Stroke Riskometer has optimal reliability in its current form in measuring stroke risk for each country and no modifications are required. These results suggest that the Stroke Riskometer’s scores are generalizable across sample population and countries permitting cross-cultural comparisons. Further studies investigating reliability of the Stroke Riskometer over time in longitudinal study design are warranted.

text: Cross-cultural validation of the stroke riskometer using generalizability theory (vol 11, 19064, 2021) The Stroke Riskometer mobile application is a novel, validated way to provide personalized stroke risk assessment for individuals and motivate them to reduce their risks. Although this app is being used worldwide, its reliability across different countries has not yet been rigorously investigated using appropriate methodology. The Generalizability Theory (G-Theory) is an advanced statistical method suitable for examining reliability and generalizability of assessment scores across different samples, cultural and other contexts and for evaluating sources of measurement errors. G-Theory was applied to the Stroke Riskometer data sampled from 1300 participants in 13 countries using two-facet nested observational design (person by item nested in the country). The Stroke Riskometer demonstrated strong reliability in measuring stroke risks across the countries with coefficients G relative and absolute of 0.84, 95%CI [0.79; 0.89] and 0.82, 95%CI [0.76; 0.88] respectively. D-study analyses revealed that the Stroke Riskometer has optimal reliability in its current form in measuring stroke risk for each country and no modifications are required. These results suggest that the Stroke Riskometer’s scores are generalizable across sample population and countries permitting cross-cultural comparisons. Further studies investigating reliability of the Stroke Riskometer over time in longitudinal study design are warranted.

year: 2021-10-11

title: A complex act—Teacher educators share their perspectives of practicum assessment

authors: Aspden, Karyn Michelle

subjects: practicum

abstract: Practicum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.

text: A complex act—Teacher educators share their perspectives of practicum assessment Practicum visiting and the assessment of students’ practicum form a significant component of the teacher educator role. Teacher educators are tasked with making judgements regarding the quality of students’ teaching practice, as well as their attributes, dispositions, skills and knowledge, and ultimately their readiness to enter the teaching profession. This paper reports the findings of a doctoral study that examined the assessment of practicum in early childhood initial teacher education and, in particular, the way in which practicum assessment was enacted and experienced by early childhood student teachers, associate teachers, and teacher educators within institutional contexts. The study provides insights into how teacher educators define their role, what they look for and hope for in the assessment process, as well as the challenges faced in making authentic, appropriate and informed assessment decisions. The critical importance of professional judgment within the context of a relational pedagogy is highlighted in response to the complex variables involved in practicum assessment. Implications for future directions in policy and practice related to practicum assessment are proposed.

year: 2017

title: Culture is our business: Issues and challenges for forensic and correctional psychologists

authors: Tamatea, Armon J.

subjects: Science & Technology

abstract: Psychology has made significant advances in the development of more empirical, standardized, and consistent approaches to the prediction, assessment, and treatment of offending behaviour. However, crime occurs in a cultural context. Similarly, forensic and correctional psychology derive from a cultural basis that privileges certain types of knowledge and promotes certain forms of practice that are incommensurate with the outlook and realities of some offenders and their communities. While there is an emerging literature on ethnicity and race in criminal justice psychology, very little research that addresses culture is published. The reasons for this knowledge gap are complex, not least because the worldviews of indigenous and diverse communities do not superimpose neatly onto current best-practice models of risk assessment or offender rehabilitation. Given Australia and New Zealand’s commitment to the involvement and wellbeing of indigenous peoples as well as the shared experience of progressively more pluralistic societies, it is argued that there is a critical need to bring the somewhat disparate domains of forensic psychology and culture into conversation with a view to informing policy and practice. The example of risk assessment is used to illustrate some of the complexities of working with cultural difference. Central to this article is a call for a culturally-engaged and proactive philosophy of practice that embraces the needs of diverse offenders, victims and communities.

text: Culture is our business: Issues and challenges for forensic and correctional psychologists Psychology has made significant advances in the development of more empirical, standardized, and consistent approaches to the prediction, assessment, and treatment of offending behaviour. However, crime occurs in a cultural context. Similarly, forensic and correctional psychology derive from a cultural basis that privileges certain types of knowledge and promotes certain forms of practice that are incommensurate with the outlook and realities of some offenders and their communities. While there is an emerging literature on ethnicity and race in criminal justice psychology, very little research that addresses culture is published. The reasons for this knowledge gap are complex, not least because the worldviews of indigenous and diverse communities do not superimpose neatly onto current best-practice models of risk assessment or offender rehabilitation. Given Australia and New Zealand’s commitment to the involvement and wellbeing of indigenous peoples as well as the shared experience of progressively more pluralistic societies, it is argued that there is a critical need to bring the somewhat disparate domains of forensic psychology and culture into conversation with a view to informing policy and practice. The example of risk assessment is used to illustrate some of the complexities of working with cultural difference. Central to this article is a call for a culturally-engaged and proactive philosophy of practice that embraces the needs of diverse offenders, victims and communities.

year: 2017