Conscientiousness
According to Griffith (2017), “conscientiousness scales should tap all facets of conscientiousness (e.g., dependability, achievement, orderliness, etc.)” (p. 14). In order to achieve this objective, this case study applied a combination of multiple facets that were derived from both the Revised NEO Personality Inventory (NEO-PI-R; Costa & McRae, 1992) and the Big-Five Factor Markers (Goldberg, 1992). The NEO-PI-R, is a personality assessment that consists of the primary domain traits that essentially make up the Big Five Personality Inventory (e.g., neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness) that was designed to measure an average, normal adult on a specific set of universal characteristics and
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The scale items adapted for use in this particular assessment, however, were selected only from miscellaneous Factor III (conscientiousness) traits from Goldberg’s (1992) model, which contains both positively- and negatively-keyed items from a basic 20-item scale that relates to the human behaviors associated with conscientiousness. For example, some of the positive-scoring items that act as markers for high levels of conscientiousness include such statements as “exacting in my work,” “pays attention to details,” and “follows a schedule.” Alternately, negative-scoring items consist of statements that suggest that the respondent “neglects their duties” and “sometimes forgets to put things back where they belong” (International Personality Item Pool, 2017b). For more information on the items developed for the Test and Measures Testing Corporation to measure student conscientiousness, please refer to the self-assessment on conscientiousness presented in Appendix B. As an integral part of the item development process, a Content by Process Matrix was created to equivocally select similar items from each of the personality assessments listed above before translating these item into distinct word patterns. To review the Content by Process Matrix formulated in this case, please refer to Table 1 and Table 2 of Appendix
The scale items adapted for use in this particular assessment, however, were selected only from miscellaneous Factor III (conscientiousness) traits from Goldberg’s (1992) model, which contains both positively- and negatively-keyed items from a basic 20-item scale that relates to the human behaviors associated with conscientiousness. For example, some of the positive-scoring items that act as markers for high levels of conscientiousness include such statements as “exacting in my work,” “pays attention to details,” and “follows a schedule.” Alternately, negative-scoring items consist of statements that suggest that the respondent “neglects their duties” and “sometimes forgets to put things back where they belong” (International Personality Item Pool, 2017b). For more information on the items developed for the Test and Measures Testing Corporation to measure student conscientiousness, please refer to the self-assessment on conscientiousness presented in Appendix B. As an integral part of the item development process, a Content by Process Matrix was created to equivocally select similar items from each of the personality assessments listed above before translating these item into distinct word patterns. To review the Content by Process Matrix formulated in this case, please refer to Table 1 and Table 2 of Appendix