Validation of the Preschool Child Observation Record: Does It Pass the Test for Use in Head Start?

Autor/inn/en	Barghaus, Katherine M.; Fantuzzo, John W.
Titel	Validation of the Preschool Child Observation Record: Does It Pass the Test for Use in Head Start?
Quelle	In: Early Education and Development, 25 (2014) 8, S.1118-1141 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.904646
Schlagwörter	Observation; Federal Programs; Preschool Education; Validity; Urban Schools; Factor Analysis; Item Response Theory; School Readiness; Measures (Individuals); School District Size; Data; Goodness of Fit; Correlation; Low Income Groups; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Beobachtung; Pre-school education; Vorschulerziehung; Gültigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Faktorenanalyse; Item-Response-Theorie; Readiness for school; School ability; Schulreife; Messdaten; School district; School districts; Size; Schuleinzugsbereich; Daten; Korrelation
Abstract	Research Findings: This study provides the first independent investigation of the second most widely used multidimensional assessment in Head Start--the Preschool Child Observation Record, Second Edition (COR-2). We conducted a comprehensive investigation into the validity of the COR-2 using data from all children in an urban school district's Head Start program (N = 4,071). Confirmatory factor analysis revealed a misfit between the 6 developer-defined categories and the data. Although exploratory analyses revealed a possible 4-factor solution, subsequent analyses indicated problems with this structure as well. Item response theory methods were used to determine whether there was support for the 5-point response scale of each item representing an appropriately sequenced set of skill points. Results indicated that nearly half of the COR-2 items had reversed or poorly spaced thresholds, suggesting potential problems with these items' functioning. Practice or Policy: Specific implications of the findings for the further development of the COR-2 in terms of its constructs and items as well as general implications for early childhood assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06