Evidence of the Validity of Teaching Strategies GOLD® Assessment Tool for English Language Learners and Children with Disabilities

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

Research output: Contribution to journalArticle

16 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)574-595
Number of pages22
JournalEarly Education and Development
Volume24
Issue number4
DOIs
StatePublished - May 1 2013
Externally publishedYes

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ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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