Validation of the Multilevel Factor Structure of a Teacher Observational Assessment Measure for Young Children

• In Event: Assessment Studies Focused on Pre-Kindergarten and Early Childhood Design, Development, and Stakeholder Perceptions

Abstract

This study aims to add to the existing literature on authentic, observational assessment measures for young children by examining the multilevel factor structure of the Teaching Strategies GOLD® assessment system using a nationally representative data. A sample of 20,970 children were rated using the online version of the assessment measure during the 2010-11 academic year. Both single-level and multilevel confirmatory factor analyses were used to assess the factor structure of the measure. Results showed that the two-factor structure (i.e., developmental areas and content learning) based on the subscale scores fit the data well at both the child and teacher levels. This study provides support for the validity of the subscale score interpretations from the measure.

Authors

• Do-Hong Kim, University of North Carolina - Charlotte

• Richard G. Lambert, University of North Carolina - Charlotte

• Diane C. Burts, Louisiana State University