Sharon A. Cermak, Julie Bissell; Content and Construct Validity of Here’s How I Write (HHIW): A Child’s Self-Assessment and Goal Setting Tool. Am J Occup Ther 2014;68(3):296-306. doi: 10.5014/ajot.2014.010637.
Download citation file:
© 2018 American Occupational Therapy Association
OBJECTIVE. 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.
METHOD. 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. 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.
CONCLUSION. These studies provide support for the tool’s validity.
For full access to this article, sign in to an existing account, or purchase an annual subscription.
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.