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S University has developed a diagnostic tool consisting of 77 items to assess six core competencies based on its model of undergraduate student attributes and core competencies. This study aims to enhance the tool's usability by investigating how faculty members perceive the validity and importance of the existing diagnostic tool and to refine the competency assessment items accordingly. A survey was conducted among S University faculty members, and data from 204 respondents were analyzed. The study used Lawshe's (1975) Content Validity Ratio (CVR) to verify the content validity—specifically the measurement validity and importance—of the items designed to assess core competencies. Additionally, open-ended feedback from faculty was integrated to revise the diagnostic items. The process of evaluating the validity and importance of each item from the faculty's perspective, in addition to conducting preliminary surveys with students, is significant as it offers concrete insights for effectively utilizing the core competency diagnostic tool in educational settings.
Lee et al. (2024) studied this question.