TY - JOUR
T1 - Evidence of the Validity of Teaching Strategies GOLD® Assessment Tool for English Language Learners and Children with Disabilities
AU - Kim, Do Hong
AU - Lambert, Richard G.
AU - Burts, Diane C.
N1 - Funding Information:
Partial funding for this research was provided by Teaching Strategies, LLC. The opinions are our own and do not necessarily reflect those of the granting agency.
Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013/5
Y1 - 2013/5
N2 - Research Findings: This study examined the measurement equivalence of the Teaching Strategies GOLD® assessment system across subgroups of children based on their primary language and disability status. This study is based on teacher-collected assessment data for 3-, 4-, and 5-year-old children for the fall of 2010, winter of 2010, and spring of 2011 checkpoint periods. Differential item functioning (DIF) analysis was conducted to determine whether items functioned differentially (a) between children with and without disabilities, (b) between English language learners (ELLs) and non-ELLs, and (c) between Spanish-speaking ELLs and non-ELLs. Results showed that the majority of items displayed little or no DIF. One item pertaining to the use of conventional grammar was consistently identified as having DIF and requires further review. Practice or Policy: Overall the findings suggest that the Teaching Strategies GOLD® is a viable observation-based, authentic assessment measure and is equally valid and reliable for children with disabilities and for those whose home language is not English. Implications for teacher education and training are discussed.
AB - Research Findings: This study examined the measurement equivalence of the Teaching Strategies GOLD® assessment system across subgroups of children based on their primary language and disability status. This study is based on teacher-collected assessment data for 3-, 4-, and 5-year-old children for the fall of 2010, winter of 2010, and spring of 2011 checkpoint periods. Differential item functioning (DIF) analysis was conducted to determine whether items functioned differentially (a) between children with and without disabilities, (b) between English language learners (ELLs) and non-ELLs, and (c) between Spanish-speaking ELLs and non-ELLs. Results showed that the majority of items displayed little or no DIF. One item pertaining to the use of conventional grammar was consistently identified as having DIF and requires further review. Practice or Policy: Overall the findings suggest that the Teaching Strategies GOLD® is a viable observation-based, authentic assessment measure and is equally valid and reliable for children with disabilities and for those whose home language is not English. Implications for teacher education and training are discussed.
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U2 - 10.1080/10409289.2012.701500
DO - 10.1080/10409289.2012.701500
M3 - Article
AN - SCOPUS:84877263430
SN - 1040-9289
VL - 24
SP - 574
EP - 595
JO - Early Education and Development
JF - Early Education and Development
IS - 4
ER -