ERIC Number: EJ780673
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 28
Does the EDI Measure School Readiness in the Same Way across Different Groups of Children?
Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D.
Early Education and Development, v18 n3 p453-472 Oct 2007
The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups according to gender, English-as-a-second-language (ESL) status, and Aboriginal status. Our results indicate no systematic measurement differences regarding Aboriginal status and gender, except for 1 item on which boys are more likely than girls to be rated as physically aggressive by Kindergarten teachers. In contrast, ESL children systematically receive lower ratings on items of the language and communication domains--as expected by definition of ESL status--but not within the physical, social, and emotional domains. We discuss how our results fit with child development research and the purpose of the Early Development Instrument, thus supporting its validity. (Contains 2 tables, 4 figures and 7 footnotes.) [Portions of this paper were included in a paper presented at the Annual Meeting of the American Educational Research Association, as part of a symposium entitled, "Translating school readiness assessment into community actions and policy planning: The Early Development Instrument Project," San Francisco, CA, April, 2006.]
Descriptors: School Readiness, Kindergarten, Child Development, Program Validation, English (Second Language), Error of Measurement, Group Testing, Robustness (Statistics), Developmental Continuity, Community Surveys, Item Analysis, Indigenous Populations, Canada Natives, Gender Differences
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Canada