Current kindergarten assessment instruments used for identifying at-risk kindergarten students have demonstrated poor psychometric properties. The purpose of this study was to continue the development of the Kindergarten Assessment Rating Scale (KARS), a new measure of kindergarten performance. Professionals in the field initially reviewed the rating scale and provided feedback on the content. Then, a national sample of kindergarten teachers each rated an individual student using the KARS to examine the construct of kindergarten performance and group differences. An exploratory factor analysis used to examine the factor structure of the measure found a one-factor model of Comprehensive Performance. An analysis of group differences across age, gender, race, and socio-economic status found that kindergarten teachers rated older students, female students, and students from above average socioeconomic status higher than younger, male, and poorer students, respectively. After accounting for socio-economic status, no group differences across race were found. Limitations and implications of findings are discussed.The test manual does not report reliability or validity data. Reliability and validity information can be found in a technical report (Brigance, 1991). However, the psychometric data reported for the Brigance K and 1 Screen are based on theanbsp;...
|Title||:||Kindergarten Assessment: Development of a New Measure|
|Publisher||:||ProQuest - 2009|