Woolley Michael E, Bowen Gary L, Bowen Natasha K
School of Social Work, The University of North Carolina at Chapel Hill.
Res Soc Work Pract. 2004 May;14(3):191-200. doi: 10.1177/1049731503257882.
In the context of the importance of valid self-report measures to research and evidence-based practice in social work, an argument-based approach to validity is presented and the concept of developmental validity introduced. Cognitive development theories are applied to the self-report process of children and cognitive pretesting is reviewed as a methodology to advance the validity of self-report instruments for children. An application of cognitive pretesting is presented in the development of the Elementary School Success Profile. METHOD: Two phases of cognitive pretesting were completed to gather data about how children read, interpret and answer self-report items. RESULTS: Cognitive pretesting procedures identified validity problems with numerous items leading to modifications. CONCLUSIONS: Cognitive pretesting framed by an argument-based approach to validity holds significant potential to improve the developmental validity of child self-report instruments.
鉴于有效的自我报告测量方法对社会工作研究和循证实践的重要性，本文提出了一种基于论证的效度方法，并引入了发展效度的概念。认知发展理论被应用于儿童的自我报告过程，认知预测试作为一种提高儿童自我报告工具效度的方法也得到了回顾。本文还介绍了认知预测试在小学成功概况编制过程中的应用。方法：完成了两个阶段的认知预测试，以收集有关儿童如何阅读、解释和回答自我报告项目的数据。结果：认知预测试程序发现了许多项目存在效度问题，从而导致了修改。结论：以基于论证的效度方法为框架的认知预测试，在提高儿童自我报告工具的发展效度方面具有巨大潜力。
