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Direct linkNguyen, Tutrang; Reich, Stephanie M.; Jenkins, Jade Marcus; Abedi, Jamal – Journal of Psychoeducational Assessment, 2020
This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3- to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor…
Descriptors: School Readiness, Measures (Individuals), Preschool Children, Test Validity
Download full textNguyen, Tutrang; Reich, Stephanie M.; Jenkins, Jade Marcus; Abedi, Jamal – Grantee Submission, 2019
This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3- to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor…
Descriptors: School Readiness, Measures (Individuals), Preschool Children, Test Validity
Abedi, Jamal; Leon, Seth; Kao, Jenny C. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
This study examines the incorrect response choices, or distractors, by students with disabilities in standardized reading assessments. Differential distractor functioning (DDF) analysis differs from differential item functioning (DIF) analysis, which treats all answers alike and examines all wrong answers against the correct answer. DDF analysis…
Descriptors: Test Bias, Disabilities, Grade 9, Grade 3
Abedi, Jamal; Leon, Seth; Kao, Jenny C. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
This study examines performance differences between students with disabilities and students without disabilities students using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for Grade 9, many items exhibited DIF. Items that exhibited DIF were more likely to be located in the second half…
Descriptors: Test Bias, Test Items, Student Evaluation, Disabilities
Abedi, Jamal – Journal of Applied Testing Technology, 2009
English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of…
Descriptors: Reading Achievement, Second Language Learning, Disabilities, Classification
Abedi, Jamal; Dietel, John. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
The No Child Left Behind Act of 2001 (NCLB) requires that all children, including English language learners (ELLs), reach high standards by demonstrating proficiency in English language arts and mathematics by 2014. Schools and districts must help ELL students, among other subgroups, make continuous progress toward this goal, as measured by…
Descriptors: Federal Legislation, Limited English Speaking, Achievement Tests, Student Evaluation
Abedi, Jamal – Teachers College Record, 2006
Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment.…
Descriptors: Second Language Learning, Test Items, Psychometrics, Inferences
Abedi, Jamal – Yearbook of the National Society for the Study of Education, 2005
A fair and valid assessment for every child, as mandated by legislation such as the No Child Left Behind Act (NCLB) of 2001 and the Improving America's School Act of 1994, must consider the complexity inherent in assessments for subgroups of students. Due to the rapid growth of the population of English language learners (ELLs) in the United…
Descriptors: Federal Legislation, Accountability, Language Proficiency, Limited English Speaking
Gronna, Sarah; Chin-Chance, Selvin; Abedi, Jamal – 2000
Research indicated that English language proficiency may influence student performance, and that standardized assessments may be biased against students who have limited English proficiency (LEP). This study investigated the influence of language on student performance differences in reading and mathematics. The content area of reading was…
Descriptors: Achievement Tests, Comparative Analysis, Elementary Education, English (Second Language)
