A Study On The Measurement Characteristics Of Preschool Whole-Group Instruction Rating Scale(Trial Version)

Purpose:The purpose is to examined the characteristics of measurement of Preschool Whole-group Instruction Rating Scale (trial version)(hereinafter presented as scale)and investigate the validity of Scale in Zhejiang province. On the basis of empirical research, analyzing the Scale reliability and validity from multiple angles. After figure out the the insufficient and problems, some optimal measures will be given to revise the scale and make it adapt to chinese culture better. In order to promote the professional development of kindergarten teachers and improve the quality of preschool whole-group Instruction in China.Method:Measurement and statistical analysis were used in this research.91preschool samples in6cities of Zhejiang province,178samples of classes samples and990samples of children development level from those preschools were extracted by stratified random sampling. After finishing the sample data, the data were further analyzed. Used the correlation analysis, Cronbach alpha coefficient, Spearman coefficient to measure the reliability to analyze the scale of internal consistency and consistency between the raters. In terms of measurement validity, the author used the Spearman rank correlation coefficient and the univariate analysis of variance to measure the concurrent validity. Using bivariate correlation analysis and regression analysis to measure the criterion-related validity. Adopting the exploratory factor analysis to explore the structure validity of the scale.Results:1. Reliability:(1) Internal consistency:a. The scale have significant inner correlation with its each item. The scale have closely internal relationship; b. The range of alpha coefficients of each sub-item is between0.82and0.91, and the alpha coefficient of total scale is0.98, which indicates that the scale have high reliability of internal consistency;(2) Consistency between the raters:Complete consistency between raters was above69%, it proves a good consistency between raters in scale items and sub-items;2. Concurrent validity:(1) Correlation analysis between different score of different grades Preschool Whole-group Instruction Shows significant negative correlation;(2) The analysis of variance between different score of different grades Preschool Whole-group Instruction shows that different levels of the preschool has significant differences in each item(p<0.05), except item3(teaching design and organization); At the sub-item level, different levels of the preschool has significant differences in most of the sub-items(p<0.05);3. Criterion-related validity:(1) Correlation analysis and partial correlation between scores of scale and scores of child development shows significant correlation in items, expect motor skills development;(2) Regression analysis between scores of scale and scores of child development shows better predictor than Parents cultural level do;4. Construct validity:Exploratory factor analysis present the scale can be divided into four factor structures.Conclusions:In general, the Preschool Whole-group Instruction Rating Scale(trial version) has good measurement characteristics. After revise and improve in the further, it Can be a effective tool to evaluate the preschool whole-group instruction in China. According to the insufficient of this study, the researchers will collect more appropriate data to analyze the concurrent validity and the criterion validity, access to more appropriate and sufficient sample size to support the research such as confirmatory factor analysis et al and use more advanced measurement technology and statistical analysis method.