ERIC Number: EJ787832
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: 48
Are the Indicators for the Language and Reasoning Subscale of the Early Childhood Environment Rating Scale-Revised Psychometrically Appropriate for Caribbean Classrooms?
Lambert, Michael Canute; Williams, Sian G.; Morrison, Johnetta W.; Samms-Vaughan, Maureen E.; Mayfield, Wayne A.; Thornburg, Kathy R.
International Journal of Early Years Education, v16 n1 p41-60 Mar 2008
Evaluating the psychometric properties of the indicators that comprise the Early Childhood Environment Rating Scale-Revised (ECERS-R) language-reasoning scale from an item response theory (IRT) perspective on a sample of observations from 334 Caribbean classrooms, Stout's procedure revealed that all indicators on this dimension are not part of a single essentially unidimensional construct. IRT-based factor analyses on the indicator scores yielded two factors--named "Language-Reasoning Activities and Language-Reasoning Materials". IRT analyses conducted on these two factors revealed that their indicators provide adequate psychometric information and have no floor effects--although they demonstrate evidence for ceiling effects. IRT also revealed that at least within the Caribbean context: (a) the ECERS-R authors have ordered the indicators inappropriately; (b) administration of all indicators is unnecessary; and (c) equally weighting indicators might yield spurious results. IRT-based scoring might improve the psychometric soundness of indicators on this ECERS-R scale. (Contains 3 tables, 6 figures, and 8 notes.)
Descriptors: Rating Scales, Psychometrics, Item Response Theory, Educational Indicators, Early Childhood Education, Item Analysis, Naturalistic Observation, Classroom Environment, Factor Analysis, Foreign Countries, Regional Programs, Construct Validity
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A