Lambert, Michael C.; Williams, S.G.; Morrison, J.W.; Samms-Vaughan, Maureen E.; Mayfield, W.A.; Thornberg, K.R.
Author Affiliation, Ana.
Are the indicators for the language and reasoning subscale of the early childhood environment rating scale-revised psychometrically appropriate for Caribbean classrooms?
International Journal for Early Years Education
Date of Publication
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.....