Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment, Third Edition (GGA) in Nine Countries

Autor/inn/en	Hardin, Belinda J.; Bergen, Doris; Busio, Dionne Sills; Boone, William
Titel	Investigating the Psychometric Properties of the ACEI Global Guidelines Assessment, Third Edition (GGA) in Nine Countries
Quelle	In: Early Childhood Education Journal, 45 (2017) 3, S.297-312 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardin, Belinda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0795-9
Schlagwörter	Foreign Countries; International Assessment; Early Childhood Education; Psychometrics; Reliability; Interrater Reliability; Validity; Program Evaluation; Rating Scales; Correlation; China; Guatemala; India; Italy; Mexico; Peru; Taiwan; Thailand; United States; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Psychometry; Psychometrie; Reliabilität; Interrater-Reliabilität; Gültigkeit; Programme evaluation; Programmevaluation; Rating-Skala; Korrelation; Indien; Italien; Mexiko; USA
Abstract	The Third Edition of the ACEI Global Guidelines Assessment (GGA) was evaluated for its effectiveness as an international assessment tool for use by early childhood educators to develop, assess, and improve program quality worldwide. This expanded study was conducted in nine countries [People's Republic of China (2 sites), Guatemala, India, Italy, Mexico (2 sites), Peru (2 sites), Taiwan, Thailand, United States] to continue the investigation of the psychometric properties of the GGA. A total of 346 programs and 678 early care and education professionals participated in this study. Results primarily confirmed the findings of the previous study, (Hardin et al. in "Early Childhood Education Journal" 41(2): 91-101, 2013), indicating that the GGA showed strong to moderate internal consistency and interrater reliability for subscale ratings across this larger number of countries and programs. The congruence of item ratings and written evidence to support ratings was acceptable, although some programs had lower participation in providing evidence. To test concurrent validity of ratings, external raters also evaluated a subset of programs (n = 44 from Peru and United States) on both the GGA and the Early Childhood Environment Rating Scale-Revised that showed moderate positive correlations. Patterns of program practices were also identified within and across the participating sites and countries. Results suggest that the GGA can be used as an onsite evaluation method that can help stakeholder participants (teachers and administrators) increase their awareness of program quality standards and serve as an assessment method for their own programs. In particular, the results suggest the GGA is a reliable and useful instrument that can be used effectively by early childhood stakeholders for assessing and improving program quality worldwide (Bergen and Hardin in "Childhood Education" 91(4): 259-264, 2015). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01