Massey Documents by Type
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Item A Scoping Review of Attention-Deficit/Hyperactivity Disorder Assessment and Diagnosis: Tools, Practices, and Sex Bias(Springer Nature, 2025-08-07) Crocker SL; Roemer A; Strohmaier S; Wang GY; Medvedev ONObjectives: Accurately diagnosing attention-deficit/hyperactivity disorder (ADHD) is challenging due to the overlap of symptoms with other mental health conditions. This scoping review evaluated the dependability and accuracy of prevalent diagnostic scales and investigates potential obstacles to ADHD assessment diagnosis including potential sex bias. Method: Following the PRISMA-ScR guidelines, 11 widely used diagnostic scales were identified and included. All scales were evaluated based on their psychometric quality and alignment with DSM-5 diagnostic criteria for ADHD. Results: The Attention Deficit Disorders Evaluation Scale emerged as the most reliable among the 11 scales, with the Symptom Checklist-4 ranking as the least reliable. No single assessment tool was adequate for ADHD diagnosis; additional testing was required for accurate conclusions. The literature revealed sex and age biases in some of the assessments. It was discovered that girls were diagnosed with ADHD less often than boys, yet their likelihood of misdiagnosis was notably lower. Conclusions: This review emphasizes the necessity of comprehensive, multi-method assessment approaches for accurate ADHD diagnosis, as no single tool demonstrated sufficient diagnostic precision. Effective clinical assessment design must incorporate strong psychometric measures, address sex-based diagnostic disparities, and emphasize the importance of evaluating behavioural changes over time and their functional impact across settings.Item Relational assessment in a low-trust world(Taylor and Francis Group, 2024-05-31) Ramsey P; Cataloni SPrompted by concerns over student use of ChatGPT, staff teaching leadership and teamwork on a large university course experimented with an alternative way of assessing students’ learning. Past assessment practices emphasised individual reflection and quality assurance. Aiming for a more relational approach that is aligned with the course’s content, an oral review was employed. Staff conducted a review of learning with teams rather than individuals. Based on an in-depth staff review of the experience, this article explores the approach. The relational nature of the review was a dramatic departure from students’ previous experience of assessment, which some students found disconcerting. Staff identified key lessons that can be applied to future oral review assessments. Lessons learned involved how to balance the twin goals of quality assurance and personalised learning. Staff recognise the need to explain the approach to assessment, starting early in the course.Item COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption(Taylor and Francis Group, 2022-10) Poskitt JNew Zealand’s defined coastal boundaries, isolation and small population were favourable factors to minimise the spread of COVID-19. Decisive governmental leadership and a public willing to comply with high-level lockdown in the first phase, resulted in minimal disruption to assessment. But as the pandemic progressed through Delta and Omicron variants, concerns grew about equitable access to assessments, declining school attendance, and inequitable educational outcomes for students, especially of Māori and Pacific heritage. School and educational agency experiences of high stakes assessment in a period of uncertainty were examined through document analysis and research interviews. Using Gewirtz’s contextual analysis of the multi-dimensional and complex nature of justice, and Rogoff’s conceptual framework of three planes of socio-cultural analysis: the personal (learner), inter-personal (school) and institutional (educational agencies), revealed that though collaborative adaptations minimised assessment disruptions on wellbeing and equity of access, they did not transform high stakes assessment.Item Determining the validity and reproducibility of a feeding assessment tool to assess complementary food group intake in New Zealand infants aged 9-12 months : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Science in Nutrition and Dietetics, Massey University, Albany, New Zealand(Massey University, 2016) Jackson, AshleighBackground: Collection of information that reflects the dietary intake of infants is challenging. Food frequency questionnaires are commonly used to assess habitual dietary intake, as they are quick and easy to administer. Food frequency questionnaires are used within many studies to assess this aspect of an infant’s diet, yet very few have been validated. Objectives: This study aimed to investigate the relative validity and reproducibility of a complementary food questionnaire designed to assess food group intake in infants aged 9-12 months. Methods: Participants were a convenience sample of caregivers of infants aged 9-12 months who completed the complementary food questionnaire (CFQ) at baseline (CFQ-1) and four weeks later (CFQ-2) to assess reproducibility. A 4-day weighed food record (4DWFR) was completed between these assessments to determine the validity of CFQ-1. Foods appearing in the 4DWFR were classified into the same 49 food items as the CFQ. Foods from both the 4DWFR and the CFQ were further classified into main food groups (breads and cereals; fruits; vegetables; dairy products; meat and protein; and occasional foods). Agreement between the two methods for intake of main food groups (frequency and grams eaten) was assessed using paired t-tests, correlation coefficients, cross-classification, the weighted κ statistic and Bland and Altman analysis. Results: For grams of food groups consumed, validity correlations ranged from 0.15 (fruit) to 0.65 (vegetables), with an average correlation of 0.36. Correlations were significant for all food groups with the exception of fruit. Correct classification into the same tertile from the CFQ-1 and 4DWFR ranged from 38.7% (vegetables) to 65.2% (breads and cereals). Misclassification into opposite tertiles ranged from 2.0% (occasional foods) to 16.3% (vegetables). Reproducibility correlations were significant for all six food groups and ranged from 0.37 (fruit) to 0.84 (occasional foods), with an average correlation of 0.58. When comparing CFQ-1 and CFQ-2, participants correctly classified into the same tertile ranged from 48.9% (meat and protein) to 72.6% (breads and cereals). Misclassification ranged from 3.9% (breads and cereals) to 11.8% (meat and protein). Conclusion: The feeding assessment tool appears to have reasonable validity and good reproducibility for assessing complementary food group intake in infants aged 9-12 months. The CFQ could be used in future research as a simple way to assess complementary food group intake, where it is not feasible or appropriate to employ weighed food records.Item Lost in the autism spectrum : assessment and intervention for improving social competence in high functioning girls displaying 'autistic-like' behaviours : a thesis presented in partial fulfillment of the requirements for the degree of MEdPsych in Educational Psychology at Massey University, Manawatū, New Zealand(Massey University, 2014) Eddowes, Denise FThis study is about a focused social skill intervention for pre-pubescent girls with high functioning ‘autistic-like’ behaviours to improve their social competence. Participants were four girls between the ages of 8-12 years who participated in the 16-session programme over an 8 week period. Using a case study design and a mixed methods approach, the intervention used video modelling to address the visual learning preference known inherent to those with ASD along with the incorporation of the results showed that when provided with a targeted intervention their social skills behaviours improved and problem behaviours decreased. This study identified that girls with ‘autistic-like’ behaviours, when identified and provided with targeted intervention, have the ability to develop skills to engage in positive reciprocal interactions with peers, adults and family. The study concludes with identifying limitations and future research needs.Item Measuring, defining, and valuing change: A database on development indicators for policy-makers, activists, and researchers(Institute of Development Studies, Massey University, 2013) Prinsen, Gerard; Purcell, GiselaThe use of indicators in international development has increased exponentially since the 1990s. Composite and proxy indicators are used to measure a wide range of concepts but their shortcomings have been widely critiqued. Through a review of over 300 documents, this paper gives a brief history of the rise of “indicatorology” and then summarizes the key challenges in three categories: technical/operational, political/strategic and epistemological/conceptual. Technical challenges faced by development practitioners revolve around the over-simplification of complex issues and the conflation of the goals with indicators. Political challenges involve the inherent power of indicators and the implications they have for policy making. Epistemological challenges question how to balance scientific rigor with local knowledge in the creation and use of indicators. A database of all publications used in this research is being made accessible to development practitioners and researchers via Massey University – watch this space!Item Assessment in early childhood education in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2011) Loggenberg, Emma MagdaleneThe researcher aimed at developing an understanding of the range of approaches to assessment of children in early childhood education in New Zealand. The method of a questionnaire was used. One questionnaire explored the range of assessment methods used by teachers, how well teachers understood the purpose of assessment, how comfortable they felt using a variety of methods, and how they used the information collated from assessments for child, teacher and programme development. A second and similar questionnaire was used to clarify the aims of pre-service ECE teacher education in relation to assessment practices for early childhood education in New Zealand. The research data revealed mixed results regarding teacher confidence in assessment, the use of multiple assessment methods, the role of ECE teachers in assessment, the assessment of all the necessary learning areas, the regularity of assessments, and the effectiveness of assessment methods used. The importance of early childhood assessment, the role of teachers in early childhood assessment, the implementation and management of assessment practices, and the related pre-service ECE teacher education received, should be reviewed by the Ministry of Education and the pre-service ECE teacher education programmes in New Zealand.Item Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University, Manawatu, New Zealand(Massey University, 2011) Chapman, Stephen RaymondThe purpose of this research study was to illuminate the assessment practices of tertiary outdoor education teachers in the polytechnic sector. Outdoor education as a theoretical model and practice was quickly revealed as a contested space. One of the main issues in contention was the place of outdoor recreation, adventure and risk within outdoor education. There appeared a strong move by academics (M. Brown & Fraser, 2009; Irwin, 2010; Martin, 2005a) to reposition outdoor education as environmental and sustainability education. The data was gathered through a questionnaire, observation of teachers as they assessed students, and from interviews with teachers. Using an illuminative evaluation approach, three themes were identified: teacher perceptions of assessment, the focus of assessment, and the practices used to make assessment decisions. Teachers were generally highly skilled outdoor education practitioners, however, there were indications that there were gaps of understanding of theoretical assessment concepts. Teachers seemed to find summative assessment challenging but they routinely used formative assessment to promote learning and worked hard at providing quality opportunities for learning. Outdoor recreation in outdoor education was not contested by these teachers, although there was an over-emphasis on assessing technical outdoor pursuit skills, which resulted in a lack of assessment of other less tangible aspects of outdoor education. The use of assessment criteria was common practice although there were questions about how clearly these described the standard. The role of professional judgement in assessment decisions were treated with suspicion because it was seen as too subjective. However, it became clear that professional judgement was an essential aspect of their assessment practices. Criteria and professional judgement revealed themselves as mutually inclusive. In conclusion, while teachers seem very skilled at providing quality-learning experiences, there appear to be opportunities to further develop teacher assessment practices, for example, through exploring approaches that assess less tangible aspects of practice such as leadership, judgement and decision-making.Item Measuring plagiarism: Researching what students do, not what they say they do(Routledge, 2010) Walker JStudent plagiarism in colleges and universities has become a controversial issue in recent years. A key problem has been the lack of reliable empirical data on the frequency, nature and extent of plagiarism in student assignments. The aim of the study described here was to provide this data. Patterns of plagiarism were tracked in two university business studies assignments involving over 500 students and over 1000 scripts. Turnitin software was used to facilitate the identification of plagiarised material in assignments. The findings confirmed some common assertions about the nature of student plagiarism but did not provide support for a number of others.Item Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University, Manawatu, New Zealand(Massey University, 2010) Atkins, Rosemary AnneAssessment tasks that acknowledge the diverse social, cultural, and academic needs of learners, and the situated nature of learning, not only have the potential to scaffold effective learning, but can also generate positive outcomes for students in social studies. Assessment from this perspective aligns with sociocultural theories of learning and advances the principles of ‗assessment for learning‘. This multiple case study research set out to explore how five experienced teachers in New Zealand [NZ] were formally assessing learning in their year 9 and 10 social studies courses. The intention was to gain some understanding of how the current assessment practices that teachers use in their year 9 and 10 social studies courses align with: (i) contemporary perspectives of ‗assessment for learning‘, (ii) findings from the international research literature, and (iii) the NZ Ministry of Education‘s assessment policies. The research involved visiting and interviewing each participant teacher on two occasions during the later part of 2009, and reviewing a selection of their school‘s assessment documents. The results from this research suggest that effective NZ secondary school teachers consciously or unconsciously use ‗assessment for learning‘ practices consistent with sociocultural principles, to formally assess learning in their year 9 and 10 social studies courses. The research also found that there are often a variety of factors—curriculum, school policy, time constraints, and professional support—that limit teachers‘ capacity to implement valid, constructively aligned, and effective programmes of assessment. While teachers were not always consciously aware of the theory that underpinned their practice, or the implications of the decisions they were making, the data suggests that the teachers in this study were committed to ensuring that their students had the opportunity to engage in interesting, manageable, and well constructed assessment tasks that had the potential to foster learning and empower students to develop the knowledge, skills, and confidence to become self motivated lifelong learners.
