Test-Retest Reliability and Concurrent Validity of the South African Early Learning Outcomes Measure (ELOM)

Autor/inn/en	Anderson, Kate J.; Henning, Tiffany J.; Moonsamy, Jasmin R.; Scott, Megan; du Plooy, Christopher; Dawes, Andrew R. L.
Titel	Test-Retest Reliability and Concurrent Validity of the South African Early Learning Outcomes Measure (ELOM)
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 881 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Kate J.) ORCID (Henning, Tiffany J.) ORCID (Moonsamy, Jasmin R.) ORCID (Scott, Megan) ORCID (du Plooy, Christopher) ORCID (Dawes, Andrew R. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Test Reliability; Test Validity; Foreign Countries; Outcomes of Education; Measures (Individuals); Preschool Children; Motor Development; Perceptual Motor Coordination; Psychomotor Skills; Numeracy; Executive Function; Emergent Literacy; Early Childhood Education; Cognitive Development; Intelligence Tests; Young Children; South Africa; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Testreliabilität; Testvalidität; Ausland; Lernleistung; Schulerfolg; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Motorische Entwicklung; Körperkoordination; Psychomotorische Aktivität; Rechenkompetenz; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The Early Learning Outcomes Measure (ELOM) assesses early learning programme outcomes in children aged 50-69 months. ELOM assesses gross motor development (GMD), fine motor coordination and visual motor integration (FMC & VMI), emergent numeracy and mathematics (ENM), cognition and executive functioning (CEF), and emergent literacy and language (ELL). Content and construct validity, reliability and cross-cultural fairness have been established. Aim: To establish the test-retest reliability and concurrent validity of the ELOM. Setting: Low income preschool and Grade R children. Methods: In study one, Test-retest reliability was investigated in a convenience sample of 49 English and isiXhosa speaking preschool children (Mean age = 60.77 months, SD = 3.70) tested and retested one week apart. In study two, concurrent validity was investigated in a convenience sample of 62 children (Mean age = 75.05 months, SD = 0.75). ELOM performance was compared with that on the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition (WPPSI-IV). Results: Test-retest reliability was established for ELOM Total score (r = 0.90, p < 0.001). The concurrent validity of ELOM Total and the WPPSI-IV Full Scale Composite scores was established (r = 0.64, p < 0.001). FMC & VMI, CEF, and ELL domains correlated significantly with their corresponding WPPSI-IV indices: visual spatial, fluid reasoning, processing speed, working memory, and verbal comprehension. Conclusion: The findings of both psychometric studies contribute further to the reliability and validity of the ELOM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01