Sentence examples for item understanding from inspiring English sources

The primary goal of the second and third pairs of interviews was to test the adequacy of modifications made to facilitate item understanding and to maximize the accuracy of the response process.

Given that motivation to learn is also strongly affected by individual experiences in different cultural and social environments (Wigfield and Eccles 2000) that have diverging gender roles, gender differences in item understanding may occur.

To enhance the chances of effectively testing item understanding, attempts were made to achieve a sample representative for the topic in focus and with demographic diversity (18, 19).

We devised an iterative method to test and adapt the draft version of the YSQ for item understanding which consisted of two pilot tests.

Our preliminary results suggest that the YSQ is feasible, have valid spinal pain prevalence estimates and pain scores and is phrased in such a manner that the target population has an acceptable level of item understanding.

Feasibility, item understanding and item agreement between questionnaire scores and interview findings were acceptable, and from our preliminary findings we conclude that the YSQ has content validity, is well understood by the target population and can be used in cross-sectional cohort studies of children aged 9 to 11 years.

Similar results were found for two speech-related items, (understanding a conversation with one person and following a conversation with three persons), where scores of importance were very close to 4.00 but few people rated these as difficult.

Six items specifically address: satisfaction with current treatment (item 1), treatment convenience (item 4), flexibility of treatment (item 5), understanding of diabetes (item 6), recommending treatment (item 7) and continuing treatment (item 8).

Of these, statistically significant increases were observed for the following four items: (1) understanding my role (Item 2), (2) impact of IPCP on patient satisfaction (Item 4), (3) understanding others' roles (Item 7), and (4) clinical rotations as ideal place within curricula for IPE (Item 8).

With respect to using the motivation-to-learn scale for comparative research on migrants versus non-migrants, potential divergence between the test language and the native language of the test-taker may bias comparability of item understandings within the participating countries (Hambleton 2005; Maehler et al. 2017).

Likewise, item 22 (understanding what English assessment tasks entail) and item 23 (understanding how to accomplish English assessment tasks successfully) loaded on student consultation instead of transparency.