The measurement properties of the Teaching Strategies GOLD® assessment system

Richard G. Lambert, Do Hong Kim, Diane C. Burts

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


The Teaching Strategies GOLD® assessment system (GOLD®) is a teacher rating system (authentic performance assessment) child observation tool designed to measure the on-going development and learning progress of children birth through kindergarten across various domains: social-emotional, physical, language, cognitive, literacy, mathematics, and English language acquisition. This article explores evidence for the reliability and validity of the information provided by GOLD® using two national samples (n1=10,963, n2=20,970). Support for the reliability and validity of scales scores based on teacher ratings is reported, including confirmatory factor analysis, classical and modern indexes of reliability, and inter-rater reliability statistics. In a separate study, concurrent validity was explored using a different sample of 3-and-4-year-olds (n=1241). Accounting for teacher ratings and clustering effects, moderate associations were found between GOLD® scale scores and a direct assessment measure. Implications for teachers using the measure in the early childhood classroom and for future research are discussed.

Original languageEnglish (US)
Pages (from-to)49-63
Number of pages15
JournalEarly Childhood Research Quarterly
StatePublished - 2015


  • Formative assessment
  • Reliability
  • Teacher rating scales

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science


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