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Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

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Title: Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability
Language: English
Authors: Miles, Sandra, Fulbrook, Paul, Mainwaring-Mägi, Debra
Source: Journal of Psychoeducational Assessment. Mar 2018 36(2):99-119.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability, Child Development, Academic Ability, Psychometrics, Test Norms, Test Reliability, Test Validity, Cognitive Tests, Intelligence Tests, Cognitive Ability, Cognitive Development, Achievement Tests, Measures (Individuals), Child Behavior, Rating Scales, Language Tests, Verbal Ability, Vocabulary, Listening Comprehension Tests, Receptive Language, Literature Reviews
Assessment and Survey Identifiers: Boehm Test of Basic Concepts, Goodenough Harris Drawing Test, Kaufman Assessment Battery for Children, Kaufman Brief Intelligence Test, Slosson Intelligence Test, Stanford Binet Intelligence Scale, Wechsler Preschool and Primary Scale of Intelligence, Woodcock Johnson Tests of Achievement, Woodcock Johnson Tests of Cognitive Ability, Battelle Developmental Inventory, Behavior Assessment System for Children, Wechsler Individual Achievement Test, Clinical Evaluation of Language Fundamentals, Expressive One Word Picture Vocabulary Test, Oral and Written Language Scales, Peabody Picture Vocabulary Test, Preschool Language Scale, Test for Auditory Comprehension of Language, Test of Early Language Development, Test of Language Development
DOI: 10.1177/0734282916669246
ISSN: 0734-2829
Abstract: Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is available for screening and assessment purposes, though previous reviews have revealed some technical inadequacies. Suitability and usability of instruments should be considered as well as technical adequacy, making instrument selection a challenge for education professionals. This review used a systematic search to identify 48 instruments that measured development and early academic skills in very early school-age children. Instruments were evaluated and mapped against established psychometric and usability criteria, and rated as good, adequate, or not adequate. The results provide education professionals with a guide to selection of standardized instruments suitable for this age group and assessment purpose.
Abstractor: As Provided
Number of References: 78
Entry Date: 2018
Accession Number: EJ1167749
Database: ERIC
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  Data: Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability
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  Data: Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is available for screening and assessment purposes, though previous reviews have revealed some technical inadequacies. Suitability and usability of instruments should be considered as well as technical adequacy, making instrument selection a challenge for education professionals. This review used a systematic search to identify 48 instruments that measured development and early academic skills in very early school-age children. Instruments were evaluated and mapped against established psychometric and usability criteria, and rated as good, adequate, or not adequate. The results provide education professionals with a guide to selection of standardized instruments suitable for this age group and assessment purpose.
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