Assessing Growth in Young Children: A Comparison of Raw, Age-Equivalent, and Standard Scores Using the Peabody Picture Vocabulary Test

Autor/inn/en	Sullivan, Jeremy R.; Winter, Suzanne M.; Sass, Daniel A.; Svenkerud, Nicole
Titel	Assessing Growth in Young Children: A Comparison of Raw, Age-Equivalent, and Standard Scores Using the Peabody Picture Vocabulary Test
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 2, S.277-291 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2014.883453
Schlagwörter	Young Children; Child Development; Scores; Raw Scores; Comparative Analysis; Receptive Language; Vocabulary Development; Low Income Groups; Hispanic American Students; Preschool Children; Disadvantaged Youth; Urban Areas; Correlation; Content Analysis; Statistical Analysis; Texas; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kindesentwicklung; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Urban area; Stadtregion; Korrelation; Inhaltsanalyse; Statistische Analyse
Abstract	Many tests provide users with several different types of scores to facilitate interpretation and description of students' performance. Common examples include raw scores, age- and grade-equivalent scores, and standard scores. However, when used within the context of assessing growth among young children, these scores should not be interchangeable because they provide different information. To examine how raw, age-equivalent, and standard scores function when assessing growth among young children, this article uses scores on the Peabody Picture Vocabulary Test-Third Edition to compare the use of these scores for the purpose of measuring growth in receptive vocabulary skills among a sample of 259 low-income, predominantly Hispanic preschoolers age 3 to 5 years. Results suggest a notable floor effect in the distribution of age-equivalent scores that was not observed in the raw score or standard score distributions. This floor effect may significantly affect the results of correlational data analyses conducted with these scores. In light of these findings and combined with a trend in the literature in which researchers often do not provide a clear rationale for choosing which test scores to use in statistical analyses, the authors offer suggestions for researchers when using test scores as dependent variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10