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Abstract

Using data from the standardization sample of the Developmental Indicators for the Assessment of Learning—Third Edition (DIAL-3), this study compared the usefulness of an empirically derived factor structure introduced by Anthony, Assel, and Williams with the author's theoretical conceptualization. Confirmatory factor analyses (CFAs) were conducted on three age groups of children (i.e., 831 3- and 4-year-olds, 729 5- and 6-year-olds, and 1,560 3- to 6-year-olds). Both models explained the younger group of children's performances reasonably well (e.g., Comparative Fit Indices [CFIs] = .93) and yielded equivalent standardized fits. The two models explained the older children's performances reasonably well (e.g., CFIs = .93), and their fits were also equivalent. Finally, the two models characterized performances of the standardization sample quite well (e.g., CFIs = .96), and their fits were also equivalent. Results are discussed in terms of how assessments are standardized and validated and how this is relevant for clinicians and consumers.

Keywords

assessment factor analysis validity prekindergarten

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Factor Structure of the DIAL-3

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