Adaptation and validation of an arabic version of multiple intelligence development assessment scale (MIDAS) and the relationship between two modes of MIDAS assessment
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Date
2009
Authors
Al-Sabbah, Saher Ali Mohmmad
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Abstract
The purpose of conducting this study was to adapt the Multiple Intelligence
Development Assessment Scale (MIDAS), and then validate the Arabic version.
Besides, in order to determine the relationship between the results of the two modes
of MIDAS assessment, a comparison is made between the students' self-reports and
the teachers' rating of the students’ intelligence. Two groups of sample were selected
in this study; the first group consisted of 1,404 students from 13 secondary schools in
Jordan in order to validate the Arabic version of MIDAS. In addition, the second
group consisted of 16 teachers and their 48 students from two selected secondary
schools in order to compare the results of the two modes of MIDAS assessment. The
conceptual framework for the validation of Arabic MIDAS and the comparison of
the results between the two modes of Arabic MIDAS were established throughout
three main phases: the first phase is the translation of MIDAS English version into
Arabic language. This was followed by content validity using experts’ judgments and
the pilot study. The second phase involved the examination of construct validity of
the Arabic MIDAS’s subscales. The third phase involved comparing the results of
two modes of Arabic MIDAS assessment.
The findings of this study indicated that, the content of eleven items in the
Arabic version of MIDAS need to be modified to match the Arabic content. The
reliability coefficient computed was obtained using test re-test method and has a
value of 0.85 for the overall MIDAS and for the different subscales ranging between
0.78 - 0.87. In addition, the Winsteps program based on Rasch model was used to
examine the construct validity of the overall Arabic MIDAS and its subscales. The
results revealed that, there were eleven items removed from the Arabic version (item
2, 3, 5, 7, 11, 13, 38, 98 107,109, and 116) and the remaining 108 items formed the
final Arabic version of MIDAS. The internal consistency coefficients for the
different MIDAS’s subscales were in the range of 0.82 to 0.99. Moreover, SPSS
program version 15 was implemented in the second part of this study in order to
determine the relationship between the results from the two modes of Arabic MIDAS
assessment. The findings of this study indicated that there is a high correlation
between the results of the two modes for the overall Arabic MIDAS. However, the
correlations between the two modes for all the Arabic MIDAS's subscales are low.
Description
PhD
Keywords
Education , Multiple intelligence development assessment scale (MIDAS) , Arabic version