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A Study on Development of Inclusive Classroom Assessment Scale

강미라 1

1대구대학교 특수교육과

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ABSTRACT

The purpose of current study was to develop measure of the Inclusive Classroom Questionnaire (Hereafter ICQ) by testing reliability and validity. The ICQ were distributed to students by classroom teachers in June-July 2014, totally 1920 responses were analyzed for this current study. The reliability testing and confirmatory factor analyses(CFAs) described herein were undertaken as an important step in the process of scale development and validation of the instruments' constructs and stability between school and gender levels. The results of current study were as follows. First, the reliabilities for the 5-factor scales were totally .89, the middle school's and high school's reliabilities for the 6-factor scales were totally .92 and .90, showed a high reliability. In the test-retest reliability, the correlation coefficient obtained for Total ICQ Score between the two ratings were .95(for elementary), .97(for middle school), and .95(for high school)(p<.01). The coefficient of such magnitude provides convincing evidence that the ICQ results are stable over time. Second, the ICQ two versions were characterized by adequate convergent, discriminant validity and cross-validation(configural invariance and measurement equivalence). Third, the fit of the ICQ elementary, middle, and high school were good, acceptable internal consistency estimates were obtained again for total and subscale scores according to school and gender levels, and the goodness of fit of five constructs model and six constructs model to the model reproduced by empirical data were favorable.

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* References for papers published after 2023 are currently being built.

This paper was written with support from the National Research Foundation of Korea.
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