Generalization of the Desired Results Developmental Profile–School Readiness: A Validity Study for Dual Language Learners

• In Event: Linguistically Diverse Learners: Learning, Assessment, and Classroom Environment

Abstract

The dramatic increase in the linguistic diversity of early childhood education systems require the fair and equitable assessment approaches to better suit this growing young population. This study conducted DIF analysis to determine whether items in a well-recognized teacher observational measure—DRDP-SR—functioned differentially between Spanish-speaking DLLs and children who speaks English-only at home. 4 items were identified to display significant DIF. A social (Relationship and Interaction with Peers), a language (Communication and Use of Expressive Language), and a mathematics development item (Problem Solving) were found to work unfavorable for DLLs, while a literacy development item (Emergent Literacy) favorable for DLLs. These DIF items require further examination of its content to determine whether the item is considered biased.

Authors

• Sira Park, UC Berkeley

• In-Hee Choi, Korea Educational Development Institute

• Hye Kyung Lee, University of California - Berkeley

• Kristen Orourke Burmester, University of California - Berkeley

• Mark R. Wilson, University of California - Berkeley