小学英语学习者的人才发现:HOPE教师量表的效度研究

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2021-04-01 DOI:10.1177/0016986220985942

Nielsen Pereira

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引用次数: 3

摘要

本研究的目的是探讨HOPE量表在识别资优英语学习者(ELs)上的效度，以及课堂和英语作为第二语言(ESL)教师HOPE量表得分的差异。70名教师完成了1467名K-5年级学生的HOPE量表，4名ESL教师完成了131名小学生的HOPE量表。测量不变性检验表明，HOPE量表在英语熟练和英语熟练(EP)样本中产生非不变的潜在均值。然而，验证性因子分析结果支持分别对ELs或EP学生使用该量表。结果还表明，课堂教师和ESL教师的评分模式不同，并且希望量表在ESL教师使用时没有产生有效的数据。在使用HOPE量表和其他教师评分量表比较ELs和EP学生时，建议谨慎。讨论了在使用与该仪器开发的人群不同的人群的仪器之前进行不变性测试的重要性。

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Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.