A knowledge questionnaire on amphetamine related problems: assessing the conceptual validity of the scale, and the implications of the method for informing teaching and student learning

Abstract

Whilst knowledge and attitude scales are frequently used evaluation 'tools' in the alcohol and other drug field, rarely do reports exist regarding the conceptual coherence or statistical validity of instruments in common use. Utilising Rasch modelling, a knowledge questionnaire on amphetamine-related issues was found to be statistically valid, a finding that supports its conceptual validity. The analysis also provided opportunities for informing the development of future training strategies. the implications for influencing student learning through analysis of individual performance are discussed.