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Psychometric Evaluation of a Standardized Nursing Preadmission Assessment: Evidence From Bifactor Modeling and
Xiaoting Zhong1, Hanwook Yoo2, Stephanie Turner3
1Ascend Learning, Leawood, KS, USA.
Abstract:
Background and Purpose: Standardized admission assessments are commonly used in nursing education, yet limited research has explored their internal structure and fairness across program types. This study evaluated the structural validity of the Assessment Technologies Institute's Test of Essential Academic Skills, a widely used nursing preadmission assessment in the United States. Methods: Two independent samples (n = 5,000 each) were analyzed using confirmatory factor analysis (CFA). Multigroup CFA tested invariance across associate degree, bachelor of science, and practical nursing programs. Results: The bifactor was the best fitted model, which supports both a general academic preparedness factor and four distinct content-specific factors: reading, math, science, and English and language usage. Measurement invariance was found across academic tracks. Conclusions: The bifactor structure supports interpreting both total and subscale scores as valid constructs for admissions and diagnostic purposes. The results reinforce the validity of using standardized assessment in admission decisions across diverse nursing education contexts.
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