Pub Date : 2023-04-19DOI: 10.1177/07342829231169171
Teresa M. Ober, Yikai Lu, Chessley B. Blacklock, Cheng Liu, Ying Cheng
We develop and validate a self-report measure of intrinsic and extrinsic cognitive load suitable for measuring the constructs in a variety of learning contexts. Data were collected from three independent samples of college students in the U.S. (N total = 513; M age = 21.13 years). Kane’s (2013) framework was used to validate the measure. Three types of validity evidence were presented: scoring, generalization, extrapolation. After establishing evidence of validity, especially measurement invariance, we then compared group mean differences based on students’ demographic characteristics. These findings support the psychometric integrity of this measure of cognitive load, which may be used to investigate cognitive load in various learning contexts, particularly examining factors that may perpetuate or mitigate differences in cognitive load between students. Such a measure could be useful in educational and clinical settings as a mechanism for early identification of potential learning challenges.
{"title":"Development and Validation of a Cognitive Load Measure for General Educational Settings","authors":"Teresa M. Ober, Yikai Lu, Chessley B. Blacklock, Cheng Liu, Ying Cheng","doi":"10.1177/07342829231169171","DOIUrl":"https://doi.org/10.1177/07342829231169171","url":null,"abstract":"We develop and validate a self-report measure of intrinsic and extrinsic cognitive load suitable for measuring the constructs in a variety of learning contexts. Data were collected from three independent samples of college students in the U.S. (N total = 513; M age = 21.13 years). Kane’s (2013) framework was used to validate the measure. Three types of validity evidence were presented: scoring, generalization, extrapolation. After establishing evidence of validity, especially measurement invariance, we then compared group mean differences based on students’ demographic characteristics. These findings support the psychometric integrity of this measure of cognitive load, which may be used to investigate cognitive load in various learning contexts, particularly examining factors that may perpetuate or mitigate differences in cognitive load between students. Such a measure could be useful in educational and clinical settings as a mechanism for early identification of potential learning challenges.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"689 - 708"},"PeriodicalIF":1.7,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/07342829231167726
Ning Jiang, Ruiqin Gao, C. Distefano, Jin Liu, M. Weist, J. Splett, Colleen A. Halliday-Boykins
A growing interest has been given to examining the heterogeneity of children’s health to provide for their particular needs. This study examined subgroups of elementary school children’s social, emotional, and behavioral functioning (SEB) using teacher ratings of children with the Behavioral and Emotional Screening System. A Latent Profile Analysis (LPA) was conducted with 5,150 students aged from kindergarten to fifth grade. Subscale scores in the areas of externalizing risk, internalizing risk, and adaptive skills risk were used to identify profiles. Students’ grade level, sex, race, and status of receiving special education services were added to investigate the impact of covariates on the classification of latent profiles. Four profiles of risk were identified: Well Development (60.5%), Normal Development (25.8%), Externalizing and Adaptive Skills Risk (9.1%), and Elevated Risk (4.6%). Significant differences of covariates including sex, race, and status of receiving special education services were identified. Specifically, males and African American students were more likely to be classified into the “Elevated Risk” profile than other profiles. Students who did not receive special education services were more in the “Well Development” profile. The results may have important implications for the stakeholders to allocate intervention and treatment resources effectively and accurately.
{"title":"Social-Emotional and Behavioral Functioning Profiles and Demographic Factors: A Latent Profile Analysis in Elementary Students","authors":"Ning Jiang, Ruiqin Gao, C. Distefano, Jin Liu, M. Weist, J. Splett, Colleen A. Halliday-Boykins","doi":"10.1177/07342829231167726","DOIUrl":"https://doi.org/10.1177/07342829231167726","url":null,"abstract":"A growing interest has been given to examining the heterogeneity of children’s health to provide for their particular needs. This study examined subgroups of elementary school children’s social, emotional, and behavioral functioning (SEB) using teacher ratings of children with the Behavioral and Emotional Screening System. A Latent Profile Analysis (LPA) was conducted with 5,150 students aged from kindergarten to fifth grade. Subscale scores in the areas of externalizing risk, internalizing risk, and adaptive skills risk were used to identify profiles. Students’ grade level, sex, race, and status of receiving special education services were added to investigate the impact of covariates on the classification of latent profiles. Four profiles of risk were identified: Well Development (60.5%), Normal Development (25.8%), Externalizing and Adaptive Skills Risk (9.1%), and Elevated Risk (4.6%). Significant differences of covariates including sex, race, and status of receiving special education services were identified. Specifically, males and African American students were more likely to be classified into the “Elevated Risk” profile than other profiles. Students who did not receive special education services were more in the “Well Development” profile. The results may have important implications for the stakeholders to allocate intervention and treatment resources effectively and accurately.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"483 - 500"},"PeriodicalIF":1.7,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1177/07342829231167892
Ulrich Ludewig, Jakob Schwerter, Nele McElvany
A better understanding of how distractor features influence the plausibility of distractors is essential for an efficient multiple-choice (MC) item construction in educational assessment. The plausibility of distractors has a major influence on the psychometric characteristics of MC items. Our analysis utilizes the nominal categories model to investigate German fourth graders' (N = 924) selection of response options in a German MC Vocabulary test. We used principles from cognitive psychology to identify relevant option features capturing the option’s potential to distract students from the correct answer. The results show that only a few option characteristics explain option choice behavior to a large extent. Options with distracting features (i.e., semantic relatedness and orthographic similarity) increase the item difficulty and discrimination, whereas distractors that are less synonym than the attractor decrease item discrimination. Implications for test score interpretations and item construction guidelines are highlighted.
{"title":"The Features of Plausible but Incorrect Options: Distractor Plausibility in Synonym-Based Vocabulary Tests","authors":"Ulrich Ludewig, Jakob Schwerter, Nele McElvany","doi":"10.1177/07342829231167892","DOIUrl":"https://doi.org/10.1177/07342829231167892","url":null,"abstract":"A better understanding of how distractor features influence the plausibility of distractors is essential for an efficient multiple-choice (MC) item construction in educational assessment. The plausibility of distractors has a major influence on the psychometric characteristics of MC items. Our analysis utilizes the nominal categories model to investigate German fourth graders' (N = 924) selection of response options in a German MC Vocabulary test. We used principles from cognitive psychology to identify relevant option features capturing the option’s potential to distract students from the correct answer. The results show that only a few option characteristics explain option choice behavior to a large extent. Options with distracting features (i.e., semantic relatedness and orthographic similarity) increase the item difficulty and discrimination, whereas distractors that are less synonym than the attractor decrease item discrimination. Implications for test score interpretations and item construction guidelines are highlighted.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"711 - 731"},"PeriodicalIF":1.7,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45107422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1177/07342829231166251
Kenneth Stensen, S. Lydersen, Ingunn Ranøyen, C. Klöckner, E. S. Buøen, R. Lekhal, M. Drugli
The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.
{"title":"Psychometric Properties of the Student-Teacher Relationship Scale-Short Form in a Norwegian Early Childhood Education and Care Context","authors":"Kenneth Stensen, S. Lydersen, Ingunn Ranøyen, C. Klöckner, E. S. Buøen, R. Lekhal, M. Drugli","doi":"10.1177/07342829231166251","DOIUrl":"https://doi.org/10.1177/07342829231166251","url":null,"abstract":"The Student-Teacher Relationship Scale-Short Form (STRS-SF) is one of the most frequently used instruments globally to measure professional caregivers’ perceptions of the relationship quality with a specific child. However, its psychometric properties for children younger than 3 years of age enrolled in early childhood education and care (ECEC) centers are largely unknown. Thus, this study aimed to investigate and evaluate the factorial validity of the STRS-SF and measurement invariance across children’s gender and age by combining two large Norwegian community samples (N = 2900), covering the full age range of children enrolled in ECEC (1–6 years olds). Our findings indicate promising psychometric properties for the STRS-SF; thus, its applicability is supported for both younger and older children indiscriminate of their gender. However, some caution is advised when comparing latent means between older and younger ECEC children because professional caregivers interpret the STRS-SF differently based on children’s age.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"514 - 525"},"PeriodicalIF":1.7,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-22DOI: 10.1177/07342829231165812
Yixiao Dong, Denis G. Dumas, D. Clements, Crystal Day-Hess, Julie Sarama
Consequential validity (often referred to as “test fairness” in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Early Mathematics Assessment (REMA). A sample of 627 children from PreK to second grade was collected using the short form of the REMA. We conducted two sets of analyses with different foci (item- or scale-level) for validation: differential item functioning (DIF) and consequential validity ratio (CVR) analyses. The analyses focused on the demographic subgroups of gender, English Language Learner status, and race/ethnicity. We found a low percentage of DIF items (less than 3%) and high CVRs (ranging from 96 to 98%). Both findings support the consequential validity and thus “fairness” of the REMA.
{"title":"Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment","authors":"Yixiao Dong, Denis G. Dumas, D. Clements, Crystal Day-Hess, Julie Sarama","doi":"10.1177/07342829231165812","DOIUrl":"https://doi.org/10.1177/07342829231165812","url":null,"abstract":"Consequential validity (often referred to as “test fairness” in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Early Mathematics Assessment (REMA). A sample of 627 children from PreK to second grade was collected using the short form of the REMA. We conducted two sets of analyses with different foci (item- or scale-level) for validation: differential item functioning (DIF) and consequential validity ratio (CVR) analyses. The analyses focused on the demographic subgroups of gender, English Language Learner status, and race/ethnicity. We found a low percentage of DIF items (less than 3%) and high CVRs (ranging from 96 to 98%). Both findings support the consequential validity and thus “fairness” of the REMA.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"575 - 582"},"PeriodicalIF":1.7,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48001663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1177/07342829231162216
Yu-Yu Hsiao, C. H. Qi, P. Dale, Rebecca J. Bulotsky-Shearer, Qing Wang
The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½–5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine the psychometric properties of the CBCL/1½-5 with a sample of preschool children from low-income families using the Rasch model. Participants included 244 children enrolled in a Head Start program. Findings suggested that both the Internalizing and Externalizing subscales are unidimensional and demonstrated local independence successfully, after misfit items were removed to fit the Rasch model. Both subscales operated well with high item reliability and low to medium person reliability, indicating that both subscales have stable item difficulty orders from sample to sample but weaker capacity to distinguish children with mild problem behaviors from those with more severe problems. Differential item functioning was found for a few items across child gender. Considering the length of the item sets, it is appropriate to use the subscale scores to compare the differences in problem behaviors between boys and girls. Overall, the CBCL/1½–5 has adequate psychometric properties for detecting problem behaviors in preschool children from low-income families. Implications were discussed.
{"title":"Measuring Behavior Problems in Children from Low-Income Families: A Rasch Analysis of the Child Behavior Checklist for Ages 1½–5","authors":"Yu-Yu Hsiao, C. H. Qi, P. Dale, Rebecca J. Bulotsky-Shearer, Qing Wang","doi":"10.1177/07342829231162216","DOIUrl":"https://doi.org/10.1177/07342829231162216","url":null,"abstract":"The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½–5) has been widely used by researchers and clinicians in the field of special education and psychology. The purpose of this study was to examine the psychometric properties of the CBCL/1½-5 with a sample of preschool children from low-income families using the Rasch model. Participants included 244 children enrolled in a Head Start program. Findings suggested that both the Internalizing and Externalizing subscales are unidimensional and demonstrated local independence successfully, after misfit items were removed to fit the Rasch model. Both subscales operated well with high item reliability and low to medium person reliability, indicating that both subscales have stable item difficulty orders from sample to sample but weaker capacity to distinguish children with mild problem behaviors from those with more severe problems. Differential item functioning was found for a few items across child gender. Considering the length of the item sets, it is appropriate to use the subscale scores to compare the differences in problem behaviors between boys and girls. Overall, the CBCL/1½–5 has adequate psychometric properties for detecting problem behaviors in preschool children from low-income families. Implications were discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"526 - 541"},"PeriodicalIF":1.7,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45548042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Idiopathic congenital nystagmus (ICN) is an inherited disorder characterized by uncontrollable binocular conjugating oscillation. X-linked idiopathic congenital nystagmus is one of the most prevalent types of ICN. Elucidation of the genetic mechanisms involved in ICN will enhance our understanding of its molecular etiology.
Case presentation: We report a girl with uncontrollable binocular oscillation and anomalous head posture, then presented a novel heterozygous missense variant (c.686G>T) within the mutation-rich region of the FERM domain containing 7 (FRMD7) gene in her family member. The girl received occlusion therapy and surgical operation which balanced her binocular vision and corrected the anomalous head posture.
Conclusions: This is the first report on a mutation (c.686G>T) caused the substitution of Arg (R) with Leu (L) at position 229 (p.R229L) of the FRMD7 protein in a patient with ICN.
{"title":"X-linked FRMD7 gene mutation in idiopathic congenital nystagmus and its role in eye movement: A case report and literature review.","authors":"Fanfei Liu, Minjin Wang, Meng Liao, Longqian Liu, Xiaoshuang Jiang","doi":"10.3389/fopht.2022.1080869","DOIUrl":"10.3389/fopht.2022.1080869","url":null,"abstract":"<p><strong>Background: </strong>Idiopathic congenital nystagmus (ICN) is an inherited disorder characterized by uncontrollable binocular conjugating oscillation. X-linked idiopathic congenital nystagmus is one of the most prevalent types of ICN. Elucidation of the genetic mechanisms involved in ICN will enhance our understanding of its molecular etiology.</p><p><strong>Case presentation: </strong>We report a girl with uncontrollable binocular oscillation and anomalous head posture, then presented a novel heterozygous missense variant (c.686G>T) within the mutation-rich region of the FERM domain containing 7 (FRMD7) gene in her family member. The girl received occlusion therapy and surgical operation which balanced her binocular vision and corrected the anomalous head posture.</p><p><strong>Conclusions: </strong>This is the first report on a mutation (c.686G>T) caused the substitution of Arg (R) with Leu (L) at position 229 (p.R229L) of the FRMD7 protein in a patient with ICN.</p>","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"36 1","pages":"1080869"},"PeriodicalIF":0.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11182149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85102357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-23DOI: 10.1177/07342829231159440
Ryan J. McGill
This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that, among the Stratum II/III attributes that were located, only the omnibus general intelligence dimension should be interpreted with confidence. Nevertheless, several subtests contained adequate specificity to be interpreted in isolation apart from broad abilities. Implications for clinical interpretation are discussed.
本研究旨在使用验证性因素分析（CFA）评估Woodcock-Johnson IV认知能力测试（WJ IV COG）的得分/解释结构的可行性。结果表明，符合CHC理论（结晶能力、流动推理、短期记忆/工作记忆）的三因素层次模型最适合WJ IV COG标准数据。尽管首选的CHC解释结构在很大程度上被复制，但解释相关性指数表明，在所定位的第II/III层属性中，只有综合性的一般智力维度应该被有信心地解释。尽管如此，除了广泛的能力外，有几个子测验包含了足够的特异性，可以单独进行解释。讨论了临床解释的意义。
{"title":"Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?","authors":"Ryan J. McGill","doi":"10.1177/07342829231159440","DOIUrl":"https://doi.org/10.1177/07342829231159440","url":null,"abstract":"This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that, among the Stratum II/III attributes that were located, only the omnibus general intelligence dimension should be interpreted with confidence. Nevertheless, several subtests contained adequate specificity to be interpreted in isolation apart from broad abilities. Implications for clinical interpretation are discussed.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"461 - 468"},"PeriodicalIF":1.7,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44015488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.1177/07342829231158834
Deniz Arslan, Uğur Sak
The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study (N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 (N = 2528), 8–9 (N = 848), and 10–12 (N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.
{"title":"Factorial Invariance of the Anadolu Sak Intelligence Scale Across Gender","authors":"Deniz Arslan, Uğur Sak","doi":"10.1177/07342829231158834","DOIUrl":"https://doi.org/10.1177/07342829231158834","url":null,"abstract":"The purpose of this study was to examine the factorial invariance of the ASIS (Anadolu Sak Intelligence Scale) across gender. Raw scores from the ASIS standardization study (N = 4641) were used in the analyses. Factorial invariance was analyzed by gender across three age groups: 4–7 (N = 2528), 8–9 (N = 848), and 10–12 (N = 1265) using the Multisample Confirmatory Factor Analysis. Six models were developed from unconstrained to more constrained to test the factorial invariance. Each model tested one hypothesis. The findings showed that the second-order g model of the ASIS was invariant in all age groups. In addition, the first-order and second-order factor loadings and g variance were invariant across gender. A partial subtest intercept invariance was found for ages 4–7. Findings imply that ASIS factor scores mean the same latent variable for boys and girls in different age groups.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"542 - 555"},"PeriodicalIF":1.7,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-21DOI: 10.1177/07342829231158671
Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber
This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program for disadvantaged 4-year-olds, we employed a multilevel bifactor model to show that CORAdv1.5 has some potential as an unbiased assessment tool for tracking developmental progress in pre-kindergarten children, under a bifactor model parameterization, with fewer dimensions than were proposed by the test developer, HighScope. Examination of factor adequacy indices revealed that, despite the multidimensional structure, CORAdv1.5 items overwhelmingly reflect variance due to the general factors at the child and classroom levels. Evidence for multilevel reliability, response process validity, predictive validity, longitudinal measurement invariance, and generalizability of the items are also reported. The findings of this study have important implications for the use of COR-Adv1.5.
{"title":"Validation of the Child Observation Record Advantage 1.5 Assessment Tool for Preschool Children: A Multilevel Bifactor Modeling Approach","authors":"Hope O. Akaeze, J. Wu, Frank R. Lawrence, Everett Weber","doi":"10.1177/07342829231158671","DOIUrl":"https://doi.org/10.1177/07342829231158671","url":null,"abstract":"This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program for disadvantaged 4-year-olds, we employed a multilevel bifactor model to show that CORAdv1.5 has some potential as an unbiased assessment tool for tracking developmental progress in pre-kindergarten children, under a bifactor model parameterization, with fewer dimensions than were proposed by the test developer, HighScope. Examination of factor adequacy indices revealed that, despite the multidimensional structure, CORAdv1.5 items overwhelmingly reflect variance due to the general factors at the child and classroom levels. Evidence for multilevel reliability, response process validity, predictive validity, longitudinal measurement invariance, and generalizability of the items are also reported. The findings of this study have important implications for the use of COR-Adv1.5.","PeriodicalId":51446,"journal":{"name":"Journal of Psychoeducational Assessment","volume":"41 1","pages":"556 - 574"},"PeriodicalIF":1.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42137292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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