期刊名称：Studies in Learning, Evaluation, Innovation and Development
印刷版ISSN：1832-2050
出版年度：2009
卷号：6
期号：03
出版社：Central Queensland University
摘要：Likert scale assessments using pictures as anchor (e.g., smiley faces)
are often used in the assessment of young children or non-readers;
however, teachers and researchers seldom consider the potential
importance of the type of picture selected. Because data from such
assessments may inform instruction or serve as the basis for research
findings, validity issues surrounding the importance of the picture
selected may be informative. In this study, 136 first and third grade
elementary school students were randomly assigned to 1 of 3 versions
of a short reading attitudinal instrument with response scales indicated
by differing pictures (i.e., sad/happy face, clouds/sun, and NO/YES).
An ANOVA analysis was used to explore validity type of picture,
grade, and gender. The findings of this study indicated that Likert
scales using different pictures did not show variability in student
responses.
