The Using of Rasch-Model in Validating the Arabic Version of Multiple Intelligence Development Assessment Scale (MIDAS)
This article addresses the procedures to validate the Arabic version of Multiple Intelligence Development Assessment Scale (MIDAS). The content validity was examined based on the experts- judgments on the MIDAS-s items in the Arabic version. The content of eleven items in the Arabic version of MIDAS was modified to match the Arabic context. Then a translation from original English version of MIDAS into Arabic language was performed. The reliability of the Arabic MIDAS was calculated based on test and retest method and found to be 0.85 for the overall MIDAS and for the different subscales ranging between 0.78 - 0.87. The examination of construct validity for the overall Arabic MIDAS and its subscales was established by using Winsteps program version 6 based on Rasch model in order to fit the items into the Arabic context. The findings indicated that, the eight subscales in Arabic version of MIDAS scale have a unidimensionality, and the total number of kept items in the overall scale is 108 items.
[1] H. Gardner, The Unschooled Mind: How Children Think And How
Schools Should Teach. Library of Congress Cataloging. In Publication
Data, 1991, United States of America: Fontana Press, pp. 11-13.
[2] Gardner, H. (2004). Audiences for the theory of multiple intelligence.
Teacher College Record. Columbia University, vol.106 no.1. pp 212-
220. January 2004.
[3] H. Gardner, Frames of Mind: The theory of multiple intelligences.
Library of Congress Cataloging. In Publication Data, 1983, New York:
Basic Books, pp. 3-12.
[4] H. Gardner, Frames of mind (10th anniversary edition The theory of
Multiple Intelligences. Library of Congress Cataloging. In Publication
Data, 1993, New York: Basic Books, pp. 73-237.
[5] H. Gardner, Intelligences reframed. Library of Congress Cataloging. In
Publication Data, 1999, New York: Basic Books, pp. 27-47.
[6] A. Thomas, "Multiple intelligences: Seven ways to approach curriculum.
Educational Leadership", vol 52, pp. 26-33, 1994.
[7] H. Gardner, "Project Zero: Nelson Goodman-s legacy in arts education".
Journal of Aesthetics and Art Criticism, vol. 58 no.3, pp. 245-249,
march 2000.
[8] G. I. Esters, F. Ittenbach, "Contemporary theories and assessments of
Intelligence: A primer. Career and Technical Education,". University
of Southwestern Journal. val 2, pp.373-376, 1999.
[9] J. Q. Chen, "Theory of Multiple Intelligence: Is it a scientific theory?"
Teacher College Record.," vol 106, no 1, pp. 17-23, January. 2004
[10] B. Shearer, (1996). The MIDAS: A professional manual. Multiple
Intelligences research and consulting," Kent, Ohio, 106 (1). pp.17-23.
available http://www.tcrecord.org.
[11] M. Nofal, and M. Alhileh, " The Differences between Multiple
Intelligences among freshman students enrolled at UNRWA Higher
Education in Jordan." Alnjah for Researchs (Social Science), vol 5 no
22, pp. 1-25, 2003.
[12] A. Jabber, Multiple Intelligence and the implementation in the school (1
ed.). Cairo- Egypt. April 2004.
[13] Y. K. Sarayrah, Resistance to innovative teaching methods in public
administration education in Jordan. Jordan-Amman. Yarmouk
University: Dar Al-Ama'an, 2003, pp. 22-47.
[14] A. Feldman, "Evolution as a metaphor for the conceptual change model:
implications for the teaching and learning of science," Conference of
The Annual Meeting of the American Educational Research Association,
San Diego, CA, 1998.
[15] J. D. Brown, "Using surveys in language programs". Cambridge:
Cambridge, University Press
[16] K. Dababneh, "The Factors that effect the gifted students' thinking and
intelligence in Jordanian schools". Master dissertation, dep. Faculty of
Education, The Jordanian University, Jordan-Amman, March 1998
[17] Ministry of Education, "The statistical report of Jordanian ministry of
education" HKJ Amman, Jordan: Department of Planning and Statistics.
1999/2000.
[18] E. Stone, "Research methods in organizational behavior" Glenview, IL:
Scott, Foresman, vol 4. 1978.
[19] J. M. Lincare, and B.D. Wright, B. D, A user's guide to Winsteps.
Rasch model computer program: MESA Press 2000, pp. 7-62.
[1] H. Gardner, The Unschooled Mind: How Children Think And How
Schools Should Teach. Library of Congress Cataloging. In Publication
Data, 1991, United States of America: Fontana Press, pp. 11-13.
[2] Gardner, H. (2004). Audiences for the theory of multiple intelligence.
Teacher College Record. Columbia University, vol.106 no.1. pp 212-
220. January 2004.
[3] H. Gardner, Frames of Mind: The theory of multiple intelligences.
Library of Congress Cataloging. In Publication Data, 1983, New York:
Basic Books, pp. 3-12.
[4] H. Gardner, Frames of mind (10th anniversary edition The theory of
Multiple Intelligences. Library of Congress Cataloging. In Publication
Data, 1993, New York: Basic Books, pp. 73-237.
[5] H. Gardner, Intelligences reframed. Library of Congress Cataloging. In
Publication Data, 1999, New York: Basic Books, pp. 27-47.
[6] A. Thomas, "Multiple intelligences: Seven ways to approach curriculum.
Educational Leadership", vol 52, pp. 26-33, 1994.
[7] H. Gardner, "Project Zero: Nelson Goodman-s legacy in arts education".
Journal of Aesthetics and Art Criticism, vol. 58 no.3, pp. 245-249,
march 2000.
[8] G. I. Esters, F. Ittenbach, "Contemporary theories and assessments of
Intelligence: A primer. Career and Technical Education,". University
of Southwestern Journal. val 2, pp.373-376, 1999.
[9] J. Q. Chen, "Theory of Multiple Intelligence: Is it a scientific theory?"
Teacher College Record.," vol 106, no 1, pp. 17-23, January. 2004
[10] B. Shearer, (1996). The MIDAS: A professional manual. Multiple
Intelligences research and consulting," Kent, Ohio, 106 (1). pp.17-23.
available http://www.tcrecord.org.
[11] M. Nofal, and M. Alhileh, " The Differences between Multiple
Intelligences among freshman students enrolled at UNRWA Higher
Education in Jordan." Alnjah for Researchs (Social Science), vol 5 no
22, pp. 1-25, 2003.
[12] A. Jabber, Multiple Intelligence and the implementation in the school (1
ed.). Cairo- Egypt. April 2004.
[13] Y. K. Sarayrah, Resistance to innovative teaching methods in public
administration education in Jordan. Jordan-Amman. Yarmouk
University: Dar Al-Ama'an, 2003, pp. 22-47.
[14] A. Feldman, "Evolution as a metaphor for the conceptual change model:
implications for the teaching and learning of science," Conference of
The Annual Meeting of the American Educational Research Association,
San Diego, CA, 1998.
[15] J. D. Brown, "Using surveys in language programs". Cambridge:
Cambridge, University Press
[16] K. Dababneh, "The Factors that effect the gifted students' thinking and
intelligence in Jordanian schools". Master dissertation, dep. Faculty of
Education, The Jordanian University, Jordan-Amman, March 1998
[17] Ministry of Education, "The statistical report of Jordanian ministry of
education" HKJ Amman, Jordan: Department of Planning and Statistics.
1999/2000.
[18] E. Stone, "Research methods in organizational behavior" Glenview, IL:
Scott, Foresman, vol 4. 1978.
[19] J. M. Lincare, and B.D. Wright, B. D, A user's guide to Winsteps.
Rasch model computer program: MESA Press 2000, pp. 7-62.
@article{"International Journal of Business, Human and Social Sciences:59823", author = "Saher Ali Al-Sabbah and See Ching Mey and Ong Saw Lan", title = "The Using of Rasch-Model in Validating the Arabic Version of Multiple Intelligence Development Assessment Scale (MIDAS)", abstract = "This article addresses the procedures to validate the Arabic version of Multiple Intelligence Development Assessment Scale (MIDAS). The content validity was examined based on the experts- judgments on the MIDAS-s items in the Arabic version. The content of eleven items in the Arabic version of MIDAS was modified to match the Arabic context. Then a translation from original English version of MIDAS into Arabic language was performed. The reliability of the Arabic MIDAS was calculated based on test and retest method and found to be 0.85 for the overall MIDAS and for the different subscales ranging between 0.78 - 0.87. The examination of construct validity for the overall Arabic MIDAS and its subscales was established by using Winsteps program version 6 based on Rasch model in order to fit the items into the Arabic context. The findings indicated that, the eight subscales in Arabic version of MIDAS scale have a unidimensionality, and the total number of kept items in the overall scale is 108 items.
", keywords = "Rasch-Model, validation, multiple intelligence, and MIDAS scale.", volume = "4", number = "7", pages = "1758-6", }
