Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6840745 | Early Childhood Research Quarterly | 2015 | 15 Pages |
Abstract
The Teaching Strategies GOLD®assessment system (GOLD®) is a teacher rating system (authentic performance assessment) child observation tool designed to measure the on-going development and learning progress of children birth through kindergarten across various domains: social-emotional, physical, language, cognitive, literacy, mathematics, and English language acquisition. This article explores evidence for the reliability and validity of the information provided by GOLD® using two national samples (n1 = 10,963, n2 = 20,970). Support for the reliability and validity of scales scores based on teacher ratings is reported, including confirmatory factor analysis, classical and modern indexes of reliability, and inter-rater reliability statistics. In a separate study, concurrent validity was explored using a different sample of 3-and-4-year-olds (n = 1241). Accounting for teacher ratings and clustering effects, moderate associations were found between GOLD® scale scores and a direct assessment measure. Implications for teachers using the measure in the early childhood classroom and for future research are discussed.
Keywords
Related Topics
Social Sciences and Humanities
Psychology
Applied Psychology
Authors
Richard G. Lambert, Do-Hong Kim, Diane C. Burts,