Measurement Invariance of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-11-23 DOI:10.1177/07342829231217771
Annie Goerdt, Faith Miller, Danielle Dupuis, Meg Olson
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Abstract

School-based universal screening in the social, emotional, and behavioral (SEB) domains allows for the early identification of students in need of SEB support. Importantly, equitable assessment in universal screening for the SEB domains is critical to engage in accurate and ethical data-based decision-making. Measurement invariance is one method for examining potential inequities in assessment tools, permitting the ability to evaluate which assessments or assessment items perform differently across groups. As such, this study utilized multi-group confirmatory factor analysis to evaluate the extent of measurement invariance for a commonly used universal screening tool for the SEB domains: the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS). The sample consisted of 1949 students in kindergarten through fourth grade in a Midwest, suburban school district. Examination of factor structures indicated the bifactor model yielded adequate fit and was utilized for measurement invariance testing. Multi-group confirmatory factor analysis results provided preliminary evidence that the SAEBRS-TRS displays invariance across a variety of student characteristics. Specifically, results supported configural and metric/scalar invariance of the bifactor model across the student characteristics of racial or ethnic identity, sex assigned at birth, and eligibility for free or reduced-price lunch. Yet, future research is needed to corroborate these findings. Limitations, implications for practice, and directions for future research are discussed.
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社会、学业和情绪行为风险筛选器--教师评分量表的测量不变量
通过社会、情感和行为(SEB)领域的校本普及筛查,可以及早发现需要社会、情感和行为支持的学生。重要的是,在社会、情感和行为(SEB)领域的普遍筛查中进行公平评估,对于基于数据做出准确和合乎道德的决策至关重要。测量不变性是检查评估工具中潜在不公平现象的一种方法,它允许评估哪些评估或评估项目在不同群体中表现不同。因此,本研究利用多组确证因子分析来评估一种常用的 SEB 领域通用筛查工具--社会、学业和情绪行为风险筛查器--教师评分量表(SAEBRS-TRS)的测量不变性程度。样本包括中西部郊区校区的 1949 名幼儿园至四年级学生。对因子结构的研究表明,双因子模型具有足够的拟合度,并被用于测量不变性测试。多组确认性因子分析的结果初步证明,SAEBRS-TRS 在各种学生特征上都表现出了不变性。具体来说,结果支持了双因素模型在学生的种族或民族身份、出生时的性别分配、免费或减价午餐资格等特征上的构型和度量/尺度不变性。然而,还需要未来的研究来证实这些发现。本文讨论了研究的局限性、对实践的影响以及未来研究的方向。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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