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What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis.

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Title: What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis.
Authors: McNulty, Richard J. (AUTHOR), Floyd, Randy G. (AUTHOR)
Source: Psychology in the Schools. Aug2021, Vol. 58 Issue 8, p1474-1489. 16p. 5 Charts.
Subjects: Learning ability testing, Exploratory factor analysis, Factor analysis, Factor structure, Psychometrics
Abstract: This study examined the factor structure of the Detroit Tests of Learning Abilities, Fifth Edition (DTLA‐5) using principal axis factoring, multiple factor extraction criteria, and the Schmid–Leiman orthogonalization procedures not utilized by test publishers. Results suggest that the publisher's six‐factor structure model was over factored. Although there is support for five group factors and a hierarchical general factor that correspond with some of the test's most reliable composites, there was no evidence warranting a distinction between the test's hypothesized Reasoning Abilities and Processing Abilities domains or separation of Acquired Knowledge and Verbal Comprehension subdomains. Some test users may prefer to interpret the four DTLA‐5 subdomains that correspond to some of our basic findings in a profile indicating intra‐individual strengths and weaknesses. Based on our hierarchical factor analysis and omega statistics, we believe that the DTLA‐5 should be interpreted as a measure of psychometric g and not used to examine intra‐individual strengths and weaknesses for most test‐takers. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This study examined the factor structure of the Detroit Tests of Learning Abilities, Fifth Edition (DTLA‐5) using principal axis factoring, multiple factor extraction criteria, and the Schmid–Leiman orthogonalization procedures not utilized by test publishers. Results suggest that the publisher's six‐factor structure model was over factored. Although there is support for five group factors and a hierarchical general factor that correspond with some of the test's most reliable composites, there was no evidence warranting a distinction between the test's hypothesized Reasoning Abilities and Processing Abilities domains or separation of Acquired Knowledge and Verbal Comprehension subdomains. Some test users may prefer to interpret the four DTLA‐5 subdomains that correspond to some of our basic findings in a profile indicating intra‐individual strengths and weaknesses. Based on our hierarchical factor analysis and omega statistics, we believe that the DTLA‐5 should be interpreted as a measure of psychometric g and not used to examine intra‐individual strengths and weaknesses for most test‐takers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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