Cermak Sharon A, Bissell Julie
Sharon A. Cermak, EdD, OTR/L, FAOTA, is Professor of Occupational Science and Occupational Therapy, University of Southern California, Division of Occupational Science and Occupational Therapy, Ostrow School of Dentistry, 1540 Alcazar Street, CHP 133, Los Angeles, CA 90089, and Professor of Pediatrics, University of Southern California, Keck School of Medicine, University Center for Excellence in Developmental Disabilities at Children's Hospital Los Angeles;
Julie Bissell, OTD, OTR/L, ATP, is Clinical Instructor of Occupational Science and Occupational Therapy, University of Southern California, Division of Occupational Science and Occupational Therapy, Ostrow School of Dentistry, Los Angeles, and Occupational Therapist, Anaheim City School District, Anaheim, CA.
Am J Occup Ther. 2014 May-Jun;68(3):296-306. doi: 10.5014/ajot.2014.010637.
We examined content and construct validity of Here's How I Write: A Child's Self-Assessment and Goal Setting Tool, to assess children's perception of their handwriting and set child-directed goals.
In Study 1, a content validity study, 6 occupational therapists and 2 educators assessed the need for this type of measure and examined the proposed items. Thirty-four occupational therapists and educators then completed an online survey examining the items. Study 2, a construct validity study, compared the self-ratings of 20 children with poor handwriting and 20 children with good handwriting in Grades 2-5 with their teachers' ratings.
Results supported test content and indicated freedom from culture and gender bias. The assessment discriminated between good and poor writers. The relationship between teacher and student ratings was significant, although teachers of poor writers rated the children lower than the children rated themselves.
These studies provide support for the tool's validity.
我们检验了《我是这样书写的：儿童自我评估与目标设定工具》的内容效度和结构效度，以评估儿童对自己书写的认知并设定以儿童为导向的目标。
在研究1（一项内容效度研究）中，6名职业治疗师和2名教育工作者评估了此类测评的必要性，并对拟议的项目进行了审查。随后，34名职业治疗师和教育工作者完成了一项关于这些项目的在线调查。研究2（一项结构效度研究）将20名二至五年级书写较差的儿童和20名书写较好的儿童的自评结果与他们老师的评分进行了比较。
结果支持了测试内容，并表明该测试不存在文化和性别偏见。该评估能够区分书写好和书写差的学生。尽管书写差的学生的老师对这些孩子的评分低于孩子的自评，但老师和学生评分之间的关系是显著的。
这些研究为该工具的效度提供了支持。
