Predictive Validity of the Gesell School Readiness Tests.

Autor/inn/en	Graue, M. Elizabeth; Shepard, Lorrie A.
Titel	Predictive Validity of the Gesell School Readiness Tests.
Quelle	(1988), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Rating; Elementary School Students; Grade 1; Kindergarten Children; Predictive Validity; Primary Education; Referral; School Readiness; School Readiness Tests; Screening Tests; Test Validity + Suchen Sie Ihr Suchwort? Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; School year 01; 1. Schuljahr; Schuljahr 01; Primarbereich; Readiness for school; School ability; Schulreife; Screening-Verfahren; Testvalidität
Abstract	In response to the fact that technical standards for screening and placement tests must be more rigorous than those for readiness tests, the predictive validity of the Gesell School Readiness Tests (GSRT) was examined. The purpose of the GSRT, a commonly used screening instrument, is the assessment of children's developmental behaviors to aid in placement decisions for young children. However, typical use of the Gesell test differs from most screening procedures in that it is not followed by a more comprehensive assessment. A sample of 45 first graders referred by their teachers for developmental testing and a random sample of 106 students were tested with the GSRT. Whether the test was administered as part of a normal referral process or as part of the special administration to a representative sample, each child's results were summarized as both a developmental age and a placement recommendation. Correlations were run on measured developmental age and student performance. A small positive relationship was found between Gesell developmental age and first grade report card grades. Additional outcome measures for a subgroup of the total sample indicated that the GSRT has modest predictive validity for standardized tests and low validity for teacher judgment of performance in first grade. Issues concerning misidentification of ready children and treatment efficacy are covered. It is concluded that the low predictive validity of the GSRT does not support its use for school readiness assessments leading to placement decisions. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC