A Comparison of College Readiness among Adult and Traditional-Age College Students
A Comparison of College Readiness among Adult and Traditional-Age College Students Author: Oxana Rosca Abstract This dissertation provides a comprehensive validity investigation of the DAACS Reading and Mathematics assessments to ensure that college readiness comparisons between adult learners (age 24+) and traditional-age students rest on psychometrically sound measurement. Accordingly, the dissertation emphasized the collection of internal structure validity evidence for DAACS mathematics and reading assessments. The internal structure of the DAACS Reading Assessment was examined using confirmatory factor analysis and bifactor twoparameter logistic (2PL) item response theory (IRT) models to distinguish a general reading comprehension factor from passagespecific residual factors.
