Factor Structure and Basic Psychometric Properties of the "Transition Assessment and Goal Generator"

Autor/inn/en	Hennessey, Maeghan N.; Terry, Robert; Martin, James E.; McConnell, Amber E.; Willis, Donna M.
Titel	Factor Structure and Basic Psychometric Properties of the "Transition Assessment and Goal Generator"
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 2, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417691021
Schlagwörter	Psychometrics; Factor Structure; Factor Analysis; Disabilities; Special Education Teachers; Replication (Evaluation); Construct Validity; Test Reliability; Goodness of Fit; Transitional Programs; Educational Legislation; Equal Education; Federal Legislation; High School Students; Test Construction; Pretests Posttests; Teacher Surveys; Parent Surveys; Student Surveys; Statistical Analysis + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Faktorenstruktur; Faktorenanalyse; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Testreliabilität; Bildungsrecht; Schulgesetz; Bundesrecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testaufbau; Schülerbefragung; Statistische Analyse
Abstract	We examined the theoretical factor structure fit and psychometric properties of the "Transition Assessment and Goal Generator" (TAGG). In the first study, 349 transition-aged students with disabilities, their special educators, and family members completed TAGG assessments, and using exploratory factor analysis (EFA)/confirmatory factor analysis (CFA), a simple eight-factor structure emerged. In 2 subsequent years, independent samples of students with disabilities (Study II, N = 257; Study III, N = 846), their special educators, and family members completed the TAGG, and the TAGG structure replicated in both years across all versions using CFAs. The results provide evidence of construct validity and reliability. We discuss implications of the results and identify future research needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01