Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment

Autor/inn/en	Petscher, Yaacov; Connor, Carol McDonald; Al Otaiba, Stephanie
Titel	Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment
Quelle	In: Assessment for Effective Intervention, 37 (2012) 4, S.243-250 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411413760
Schlagwörter	Diagnostic Tests; Screening Tests; Language Variation; Psychometrics; Factor Analysis; Item Response Theory; Test Bias; Kindergarten; Grade 1; Grade 2; Elementary School Students; Test Reliability; Effect Size; African American Students; White Students; Language Skills; Repetition; Verbal Ability; Difficulty Level; Test Items; Factor Structure; Scaling; Florida + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Screening-Verfahren; Sprachenvielfalt; Psychometry; Psychometrie; Faktorenanalyse; Item-Response-Theorie; Testkritik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Testreliabilität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Language skill; Sprachkompetenz; Wiederholung; Mündliche Leistung; Schwierigkeitsgrad; Test content; Testaufgabe; Faktorenstruktur; Scale construction; Skalenkonstruktion
Abstract	This study investigated the psychometrics of the "Diagnostic Evaluation of Language Variation-Screening Test" (DELV-S) test using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELV-S is multidimensional and measures syntactic skills and nonword repetition ability. Item response theory suggested that most items were easy and that the measured skills were most reliable for students who had low language abilities. Standardized effect sizes for DIF suggested small differences existed on syntactic skills between white and minority students. Scores were vertically scaled to produce reference tables to assess performance at specific points in time, as well as growth over time. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10