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Initial Validation of the Usage Rating Profile-Assessment for Use within German Language Schools

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Title: Initial Validation of the Usage Rating Profile-Assessment for Use within German Language Schools
Language: English
Authors: Briesch, Amy M., Casale, Gino, Grosche, Michael, Volpe, Robert J., Hennemann, Thomas
Source: Learning Disabilities: A Contemporary Journal. 2017 15(2):193-207.
Availability: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Usability, German, Foreign Countries, Validity, Elementary School Teachers, Factor Analysis, Language Usage, Secondary School Teachers, Measurement Techniques, Behavior Problems, Child Behavior, Questionnaires, Screening Tests, Reliability, Parent School Relationship, Teacher Attitudes, Learning Problems, Response to Intervention, Decision Making, Learning Disabilities, Likert Scales
Geographic Terms: Germany
Assessment and Survey Identifiers: Strengths and Difficulties Questionnaire
ISSN: 1937-6928
Abstract: Modern attempts to explain why some assessment tools are readily adopted by school-based personnel whereas others are not have focused on the concept of usability. Usability encompasses not only the degree to which consumers find an assessment tool to be acceptable, but also the degree to which it is well-understood, believed to be feasible, consistent with local norms, and supported within the larger school environment. The purpose of the current study was to conduct an initial validation of a German-language version of the Usage Rating Profile-Assessment (URP-A), a measure designed to assess the multiple influences on assessment usage. Participants included 101 1st-through 6th-grade teachers in Western Germany. Although findings from an exploratory factor analysis of URP-A items differed somewhat from results found for the original English-language measure, results of the current study suggest that the German URP-A may actually be used to reliably assess multiple dimensions of usability with a fewer number of items.
Abstractor: As Provided
Number of References: 23
Entry Date: 2017
Accession Number: EJ1160656
Database: ERIC
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  Data: Initial Validation of the Usage Rating Profile-Assessment for Use within German Language Schools
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disabilities%3A+A+Contemporary+Journal%22"><i>Learning Disabilities: A Contemporary Journal</i></searchLink>. 2017 15(2):193-207.
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  Data: Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
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  Data: Modern attempts to explain why some assessment tools are readily adopted by school-based personnel whereas others are not have focused on the concept of usability. Usability encompasses not only the degree to which consumers find an assessment tool to be acceptable, but also the degree to which it is well-understood, believed to be feasible, consistent with local norms, and supported within the larger school environment. The purpose of the current study was to conduct an initial validation of a German-language version of the Usage Rating Profile-Assessment (URP-A), a measure designed to assess the multiple influences on assessment usage. Participants included 101 1st-through 6th-grade teachers in Western Germany. Although findings from an exploratory factor analysis of URP-A items differed somewhat from results found for the original English-language measure, results of the current study suggest that the German URP-A may actually be used to reliably assess multiple dimensions of usability with a fewer number of items.
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    Languages:
      – Text: English
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        StartPage: 193
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      – SubjectFull: Usability
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      – SubjectFull: Factor Analysis
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