Psychometric Validation and Reorganization of the Desired Results Developmental Profile

Autor/inn/en	Nguyen, Tutrang; Reich, Stephanie M.; Jenkins, Jade Marcus; Abedi, Jamal
Titel	Psychometric Validation and Reorganization of the Desired Results Developmental Profile
Quelle	In: Journal of Psychoeducational Assessment, 38 (2020) 3, S.369-388 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, Tutrang) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282919859804
Schlagwörter	School Readiness; Measures (Individuals); Preschool Children; Test Validity; Test Bias; Factor Structure; Psychometrics; Low Income Students; Bilingual Students; Preschool Teachers; Child Development; California + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Testvalidität; Testkritik; Faktorenstruktur; Psychometry; Psychometrie; Erzieher; Erzieherin; Kindergärtnerin; Kindesentwicklung; Kalifornien
Abstract	This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3- to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor model, a seven-factor model, and a five-factor model. To explore the appropriateness of the DRDP for use with diverse populations of young children, we used multiple group and differential item functioning (DIF) analyses to determine whether the DRDP works differently for dual language learners (DLL) and non-DLLs. The proposed five-factor structure fits the data best, with greater face and statistical validity. Using this conceptually driven factor structure, the multiple group analyses were robust for DLL and non-DLL preschool students. More than half of the items on the DRDP displayed little DIF. Items measuring emergent language and literacy exhibited DIF favoring non-DLL children. [For the Grantee Submission, see ED596379.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01