Longitudinal Invariance of IPAE in Spanish first-grade students

A study was conducted to analyze the factorial structure and longitudinal invariance of the Indicators of Basic Early Writing Skills (IPAE) as Curriculum-Based Measurement (CBM) in Spanish 1st grade students. The proposed model is a one-factor model in which the five IPAE tasks (i.e. allograph selec...

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Autores principales: Jiménez, Juan E., García, Eduardo
Formato: Artículo revista
Lenguaje:Español
Publicado: Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2023
Materias:
transcription skills
elementary grades
writing
longitudinal measurement invariance
curriculum-based measurement
habilidades de transcripción
educación primaria
escritura
invarianza factorial longitudinal
medida basada en el currículo
Acceso en línea:https://revistas.unc.edu.ar/index.php/revaluar/article/view/41003
Aporte de:
Revista Evaluar de Universidad Nacional de Córdoba
id I10-R331-article-41003
record_format ojs
spelling I10-R331-article-410032023-04-26T18:27:45Z Longitudinal Invariance of IPAE in Spanish first-grade students Invarianza longitudinal del IPAE en escolares españoles de primer curso de primaria Jiménez, Juan E. García, Eduardo transcription skills elementary grades writing longitudinal measurement invariance curriculum-based measurement habilidades de transcripción educación primaria escritura invarianza factorial longitudinal medida basada en el currículo A study was conducted to analyze the factorial structure and longitudinal invariance of the Indicators of Basic Early Writing Skills (IPAE) as Curriculum-Based Measurement (CBM) in Spanish 1st grade students. The proposed model is a one-factor model in which the five IPAE tasks (i.e. allograph selection, dictation of words with arbitrary spelling, dictation of words with regulated spelling, dictation of pseudowords, and dictation of sentences) serve as observable indicators for a single underlying factor (i.e., transcription). The IPAE is composed of three parallel forms (i.e., A, B, and C), and it was administered at three different times to 231 Spanish first-grade students during the school year (beginning, middle, and end). It is concluded that the IPAE presents an adequate construct validity and measurement equivalence that allows the evaluation of first-grade transcription ability over time. Se realizó un estudio para analizar la estructura factorial y la invarianza longitudinal de medida de los Indicadores de Progreso de Aprendizaje en Escritura (IPAE) como medición basada en el currículo en estudiantes españoles de 1º grado. El modelo propuesto es de un factor en el que las cinco tareas del IPAE (i.e., escritura de alógrafos, dictado de palabras con ortografía arbitraria, dictado de palabras con ortografía reglada, dictado de pseudopalabras y dictado de frases) sirven como indicadores observables para un solo factor subyacente (i.e., transcripción). El IPAE está compuesto de tres formas paralelas (i.e., A, B y C), y se administró en tres ocasiones diferentes a 231 estudiantes españoles de primer grado durante el año escolar (inicio, medio y fin). Se concluye que el IPAE presenta una adecuada validez de constructo y equivalencia de medida que permite evaluar la habilidad de transcripción en primer grado a lo largo del tiempo. Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC) 2023-04-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revaluar/article/view/41003 10.35670/1667-4545.v23.n1.41003 Revista Evaluar; Vol. 23 Núm. 1 (2023); 12-26 1667-4545 10.35670/1667-4545.v23.n1 spa https://revistas.unc.edu.ar/index.php/revaluar/article/view/41003/41090 Derechos de autor 2023 Juan E. Jiménez, Eduardo García http://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-331
container_title_str Revista Evaluar
language Español
format Artículo revista
topic transcription skills
elementary grades
writing
longitudinal measurement invariance
curriculum-based measurement
habilidades de transcripción
educación primaria
escritura
invarianza factorial longitudinal
medida basada en el currículo
spellingShingle transcription skills
elementary grades
writing
longitudinal measurement invariance
curriculum-based measurement
habilidades de transcripción
educación primaria
escritura
invarianza factorial longitudinal
medida basada en el currículo
Jiménez, Juan E.
García, Eduardo
Longitudinal Invariance of IPAE in Spanish first-grade students
topic_facet transcription skills
elementary grades
writing
longitudinal measurement invariance
curriculum-based measurement
habilidades de transcripción
educación primaria
escritura
invarianza factorial longitudinal
medida basada en el currículo
author Jiménez, Juan E.
García, Eduardo
author_facet Jiménez, Juan E.
García, Eduardo
author_sort Jiménez, Juan E.
title Longitudinal Invariance of IPAE in Spanish first-grade students
title_short Longitudinal Invariance of IPAE in Spanish first-grade students
title_full Longitudinal Invariance of IPAE in Spanish first-grade students
title_fullStr Longitudinal Invariance of IPAE in Spanish first-grade students
title_full_unstemmed Longitudinal Invariance of IPAE in Spanish first-grade students
title_sort longitudinal invariance of ipae in spanish first-grade students
description A study was conducted to analyze the factorial structure and longitudinal invariance of the Indicators of Basic Early Writing Skills (IPAE) as Curriculum-Based Measurement (CBM) in Spanish 1st grade students. The proposed model is a one-factor model in which the five IPAE tasks (i.e. allograph selection, dictation of words with arbitrary spelling, dictation of words with regulated spelling, dictation of pseudowords, and dictation of sentences) serve as observable indicators for a single underlying factor (i.e., transcription). The IPAE is composed of three parallel forms (i.e., A, B, and C), and it was administered at three different times to 231 Spanish first-grade students during the school year (beginning, middle, and end). It is concluded that the IPAE presents an adequate construct validity and measurement equivalence that allows the evaluation of first-grade transcription ability over time.
publisher Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
publishDate 2023
url https://revistas.unc.edu.ar/index.php/revaluar/article/view/41003
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first_indexed 2024-09-03T21:07:22Z
last_indexed 2024-09-03T21:07:22Z
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