Longitudinal Evidence on the Predictive Validity of the International Development and Early Learning Assessment (IDELA)

Autor/inn/en	Pisani, Lauren; Seiden, Jonathan; Wolf, Sharon
Titel	Longitudinal Evidence on the Predictive Validity of the International Development and Early Learning Assessment (IDELA)
Quelle	In: Educational Assessment, Evaluation and Accountability, 34 (2022) 2, S.173-194 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pisani, Lauren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-021-09374-8
Schlagwörter	Longitudinal Studies; Evidence; Predictive Validity; International Assessment; Early Childhood Education; Reading Skills; Mathematics Skills; Reading Tests; Mathematics Tests; Emergent Literacy; Numeracy; Psychomotor Skills; Social Development; Emotional Development; School Readiness + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Evidenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lesetest; Frühleseunterricht; Rechenkompetenz; Psychomotorische Aktivität; Soziale Entwicklung; Gefühlsbildung; Readiness for school; School ability; Schulreife
Abstract	Early childhood care and education (ECCE) programs are an important mechanism for supporting foundational skill development and successful progression through later schooling. School readiness assessments that serve as reliable indicators of children's later educational outcomes are most useful for education systems, but little is known about how well-existing assessments predict primary school performance in low- and middle-income countries. This study uses longitudinal data from Ghana to investigate how the International Development and Early Learning Assessment (IDELA) predicts future reading and math skills as measured by the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA). Results demonstrate significant and meaningful associations between IDELA scores in ECCE and early primary school academic skills. We find that all domains of development measured by IDELA (i.e., Emergent Literacy, Emergent Numeracy, Motor Development, and Social-emotional Development) are predictive of later academic performance, and that the domains of Emergent Literacy and Emergent Numeracy are the strongest predictors of EGRA and EGMA. Our findings indicate that it is feasible to monitor children's school readiness with strong predictive validity across several years of schooling, and points to several promising avenues for future research for education monitoring systems across the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01