Evaluating Measurement Invariance in the Measurement of Developmental Assets in Latino English Language Groups across Developmental Stages

Autor/inn/en	Bulut, Okan; Palma, Jose; Rodriguez, Michael C.; Stanke, Luke
Titel	Evaluating Measurement Invariance in the Measurement of Developmental Assets in Latino English Language Groups across Developmental Stages
Quelle	In: SAGE Open, 5 (2015) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244015586238
Schlagwörter	Evaluation Methods; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; English Language Learners; Hispanic American Students; Developmental Stages; Item Response Theory; Youth; Test Bias; Validity; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Item-Response-Theorie; Jugend; Jugendlicher; Jugendalter; Testkritik; Gültigkeit; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Noncognitive characteristics are gaining importance in addressing the persistent challenges facing youth in diverse settings. Measurement invariance of two youth developmental assets, Support and Positive Identity, is evaluated across grade levels and English language learner (ELL) subgroups of Latino students in 6th through 12th grade. Explanatory item response modeling is used to evaluate measurement invariance. The measurement of Latino students' sense of support and positive identity varies depending on their developmental stage and language status. Students at later grade levels tend to require higher levels of Support to endorse items in the Support measure. There is a nonlinear relation between students' grade level and item functioning for Positive Identity; students' transition from middle to high school may influence the way they respond to Positive Identity items. This has implications for the measurement of assets with diverse Latino youth and for Latino youth development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01