Psychometric properties of the Spanish-translated Transition Assessment and Goal Generator (TAGG)

Abstract

Use of valid and reliable transition assessments is crucial to the transition planning process in the individualized education program (IEP). However, few transition assessments are linguistically inclusive and even less have sufficient validity evidence for translated versions. As it stands, there are no transition assessments that accurately measure the strengths and needs of English language learners/students with disabilities (ELSWDs) in the U.S. This is especially concerning as students from linguistically minoritized backgrounds are among the fastest growing school-age populations, including ELSWDs. Thus, the purpose of this study was to evaluate the psychometric properties of the Spanish-translated student version of the Transition Assessment and Goal Generator (TAGG). The study originally aimed to establish measurement equivalence/invariance (ME/I) evidence for the translated TAGG-S but when ME/I tests could not proceed indicating the TAGG factor structure does not hold for Spanish-testing students, alternative factor structures were explored through a series of exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) tests using three different statistical software programs. Use of multiple software programs allowed for unique model specifications and comparisons. After testing numerous models, a final six-factor model fit the data best. While an alternative factor structure was identified for the Spanish-translated TAGG-S, further testing is needed to ensure the structure holds. A formal evaluation of the translated items in the TAGG-S is also needed to ensure the assessment is appropriate to ELSWD test-takers. Findings from this study highlight the importance of validating translated assessments, particularly when assessment results are used to make educational decisions for students.