Graham G. Rifenbark, Allison R. Lombardi, Jennifer Freeman
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引用次数: 7
Abstract
ABSTRACT In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure because the observed data are polytomous. Using response data from adolescents with (n = 784) and without (n = 4253) disabilities in urban and suburban high schools, we tested for measurement invariance by estimating a series of multiple-group IFA models and examined the relationship between school climate and academic achievement. The study findings promote the use of non-linear methods for analyzing ordered response data and further support the importance of prioritizing students with disabilities in school climate studies.
期刊介绍：
Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.
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