Reliability and Validity of the Functional Assessment of Currently Employed Technology Scale (FACETS) | Chapter 15 | Issues and Developments in Medicine and Medical Research Vol. 5

 Introduction: Technology has not been included in health protocols as a specialised area of assessment or treatment. This is why the FACETS (Functional Assessment of Currently Employed Technology Scale) was designed. FACETS is a ten-item survey that evaluates five different functional domains. The purpose of this study was to establish the validity and reliability of FACETS.

Methods: Cronbach's alpha, McDonald's omega, confidence intervals for alpha and omega, multiple group factor analysis, Fleming's index of scale fit, and differential item (domain) function were performed on 423 previously deidentified FACETS forms from clinical data (DIF).

The 10 FACETS items had strong internal consistency and factor validity, as well as intra-domain correlations. Fleming created a factor scale fit index that indicated an outstanding fit. All domains, with the exception of one, have sufficient unique information to produce differential item functioning.

Conclusions: FACETS revealed excellent internal consistency reliability, strong general factor validity, and strong factor validity across all five domains.

Author(S) Details

Charles M. Lepkowsky
Independent Practice, 1143 Deer Trail Lane, Solvang, CA 93463, USA.

Stephan Arndt
Carver College of Medicine, University of Iowa, Iowa Consortium for Substance Abuse Research and Evaluation, USA.

View Book:- https://stm.bookpi.org/IDMMR-V5/article/view/5590

Study on Curriculum Reform in Cameroon: An Analysis of the New Primary School Curriculum | Chapter 1 | New Horizons in Education and Social Studies Vol. 7

This paper discusses the reformed primary school curriculum in Cameroon that was published for implementation in the school year of 2018/2019. The programme is driven and endorsed by developmental theory through a constructivist educational philosophy. It is not generally organised around priorities, learning experiences, learning experience organisation, and assessment, but rather is organised around seven national skills and four broad-based competences. The programme is planned to be applied across pathway topics and eight interconnected themes of learning. Although the vertical and horizontal variables are used to structure the curriculum components, the data sources are highly skewed to satisfy business requirements, thus compromising relevance. The elements of vertical and horizontal articulation are reasonably balanced, but they have been skewed towards meeting consumer needs in terms of curriculum data sources, thus losing other important areas of knowledge of curriculum content required for holistic growth. The programme is built according to the existing competency curriculum movement structure. The curriculum, which is designed to meet the needs of programme harmonisation in primary schools in Cameroon, will enable all Cameroon children to learn the same curriculum for the first time since independence, contrary to past practises whereby Anglophone and Francophone children have studied various school curricula. A pedagogy of incorporation powers the programme.

Author(s) Details

Fedelis Lekeaka Alemnge
Faculty of Education, University of Buea, Buea, Cameroon.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/357