Measurement Invariance of Early Development Instrument (EDI) Domain Scores Across Gender and ESL Status

Authors

DOI:

https://doi.org/10.11575/ajer.v62i3.56237

Keywords:

Keywords, Early Development Instrument, Measurement invariance, multi-group confirmatory factor analysis, Mots clés, instrument de mesure du développement de la petite enfance, équivalence de mesure, analyse factorielle confirmatoire multigroupe

Abstract

The Early Development Instrument (EDI) is a widely used teacher rating tool to assess kindergartners’ developmental outcomes in Canada and a number of other countries. This paper examines the measurement invariance of EDI domains across ESL status and gender by means of multi-group confirmatory factor analysis. The results suggest evidence of measurement invariance for physical health and well-being, social competence, emotional maturity and language and cognitive development domains. Moreover, the communication skills and general knowledge domain did not show acceptable fit in terms of RMSEA. The results and potential explanations are discussed.

L'instrument de mesure du développement de la petite enfance (IMDPE) est un outil d’évaluation largement utilisée pour mesurer le développement des élèves en maternelle au Canada et dans d’autres pays. Cet article porte sur l’équivalence de mesure des domaines de l’IMDPE entre le statut d’ALS et le sexe par une analyse factorielle confirmatoire multigroupe. Les résultats font ressortir des preuves d’équivalence de mesure pour les domaines de la santé physique et le bienêtre, la compétence sociale, la maturité affective, le développement langagier et cognitif. De plus, le domaine des compétences en communication et des connaissances générales n’a pas démontré une correspondance acceptable par rapport à l'erreur quadratique moyenne de l'approximation (RMSEA). Nous discutons des résultats et proposons des explications possibles.

Author Biographies

Amin Mousavi, University of Saskatchewan

Amin Mousavi is an Assistant Professor of Psychometrics, Classroom Assessment, and Measurement  at the Department of Educational Psychology and Special Education, College of Education, University of Saskatchewan. His main area of interest for teaching and research is psychometrics and quantitative methodology in Social and behavioral sciences.

Vijaya Krishnan, University of Alberta

Vijaya Krishnan is a Researcher at the School of Public Health at University of Alberta, Edmonton. She is specialized in technical demography and has written and published widely in population health and early child development. Vijaya received her Masters’ in Mathematics and Masters’ in Demography from the University of Kerala. She received her doctorate in Demography from University of Alberta in 1989. Since then, she held various positions in government, academia, and private sector, which includes Alberta Health, Simon Fraser University, and University of Botswana.  She is the recipient of several research grants and scholarship. 

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Published

2017-01-18

How to Cite

Mousavi, A., & Krishnan, V. (2017). Measurement Invariance of Early Development Instrument (EDI) Domain Scores Across Gender and ESL Status. Alberta Journal of Educational Research, 62(3), 288–305. https://doi.org/10.11575/ajer.v62i3.56237

Issue

Vol. 62 No. 3 (2016): Fall

Section

ARTICLES

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