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Latorre-Román, Pedro Ángel; Consuegra González, Pedro José; Martínez-Redondo, Melchor; Cardona Linares, Antonio José; Salas-Sánchez, J.; Lucena Zurita, Manuel; Manjón Pozas, D.; Pérez Jiménez, Inmaculada; Aragón-Vela, J.; García-Pinillos, Felipe; Robles-Fuentes, Alejandro; Párraga-Montilla, J. A. – Mind, Brain, and Education, 2020
The purpose of this study was to design and validate a complex gait test (CGT) in preschool children and to examine the relationship between CGT performance and age, sex, and cognitive functioning. A total of 1,040 preschool children, aged 3 to 6 years, participated in this study. In all children, standardized dynamic balance test, and several…
Descriptors: Psychomotor Skills, Preschool Children, Age Differences, Gender Differences
Aletha Sutton; Angelica Pikula; Zhihui Yi; Mark R. Dixon – Journal of Developmental and Physical Disabilities, 2022
The present study examined the relationships between the standardized applied behavior analysis (ABA) direct assessment, the PEAK Comprehensive Assessment (PCA), and established assessments commonly used in educational and clinical settings, including the Childhood Autism Rating Scale - Third Edition (CARS-3), the PDD Behavior Inventory (PDDBI),…
Descriptors: Test Validity, Intelligence, Behavior Problems, Autism Spectrum Disorders
Polyzoi, Eleoussa; Matsopoulos, Anastassios; Acar, Elif; Babb, Jeff – Journal of Research in Childhood Education, 2021
This study explores the utility of the Early Development Instrument (EDI) as a population-based measure of school readiness in Crete, Greece, during times of economic austerity. It is unique in that no similar investigation examining school readiness for grade one has been conducted in this country. More specifically, it identifies kindergarten…
Descriptors: Foreign Countries, School Readiness, Preschool Children, Kindergarten
Razieh Fathi – ProQuest LLC, 2021
This dissertation describes an experiment to investigate how learners with different levels of background in computer science learn core concepts of computer science, in particular, algorithms. We designed a study to focus on cognitive task analysis for eliciting the empirical mental elements of learning two graph algorithms. Cognitive workload…
Descriptors: Undergraduate Students, Computer Science Education, Algorithms, Cognitive Development
Anderson, Kate J.; Henning, Tiffany J.; Moonsamy, Jasmin R.; Scott, Megan; du Plooy, Christopher; Dawes, Andrew R. L. – South African Journal of Childhood Education, 2021
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…
Descriptors: Test Reliability, Test Validity, Foreign Countries, Outcomes of Education
Sarwanto; Fajari, Laksmi Evasufi Widi; Chumdari – International Journal of Instruction, 2021
Critical thinking skills are the 21st-century life skills that are needed by students. However, in elementary schools, there are no instruments that are truly effective and efficient to measure critical thinking skills. This research aims to develop an open-ended question assessment instrument to measure students' critical-thinking skills, to test…
Descriptors: Critical Thinking, Thinking Skills, Teaching Methods, Questioning Techniques
Quirk, Matthew; Dowdy, Erin; Dever, Bridget; Carnazzo, Katherine; Bolton, Courtney – Journal of Psychoeducational Assessment, 2018
Researchers examined the concurrent and predictive validity of a brief (12-item) teacher-rated school readiness screener, the Kindergarten Student Entrance Profile (KSEP), using receiver operating characteristic (ROC) curve analysis to examine associations between (N = 78) children's social-emotional (SE) and cognitive (COG) readiness with…
Descriptors: School Readiness, Educational Diagnosis, Screening Tests, Predictive Validity
Munoz-Chereau, Bernardita; Ang, Lynn; Dockrell, Julie; Outhwaite, Laura; Heffernan, Claire – Journal of Early Childhood Research, 2021
The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…
Descriptors: Child Development, Early Experience, Measures (Individuals), Evaluation Methods
Howard, Steven J.; Melhuish, Edward – Journal of Psychoeducational Assessment, 2017
Several methods of assessing executive function (EF), self-regulation, language development, and social development in young children have been developed over previous decades. Yet new technologies make available methods of assessment not previously considered. In resolving conceptual and pragmatic limitations of existing tools, the Early Years…
Descriptors: Executive Function, Language Acquisition, Self Management, Social Development
Shaalan, Saleh – Arab Journal of Applied Linguistics, 2017
This study describes the reliability and validity of four language tests: The Sentence Comprehension Test (SCT), the Expressive Language Test (ELT), the Sentence Repetition Test (SRT), and the Arabic Picture Vocabulary Test (APVT). These tests were administered to two groups of Qatari Arabic-speaking children: A typically developing group (n=81 to…
Descriptors: Test Validity, Test Reliability, Language Tests, Expressive Language
Mattar, Jehan W.; Arouri, Yousef M. – International Journal of Special Education, 2017
This study aimed to extract the psychometric properties of a Jordanian version of the Parents Evaluation of Developmental Status: Developmental Milestones (PEDS:DM) to present a psycho-metrically reliable Arabic scale that benefits the Jordanian context as an effective childhood intervention scale. The validity of the scale was achieved in three…
Descriptors: Pilot Projects, Psychometrics, Questionnaires, Test Validity
Miles, Sandra; Fulbrook, Paul; Mainwaring-Mägi, Debra – Journal of Psychoeducational Assessment, 2018
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…
Descriptors: Standardized Tests, Screening Tests, Young Children, Usability
Foote, Laura S. – ProQuest LLC, 2013
What happens when students go to college? An important outcome of college attendance is student cognitive development. Part of that developmental process is learning how to address contrasting values, beliefs, knowledge structures, and worldviews critically. This study addressed the relationship between cognitive and Christian-faith development in…
Descriptors: Christianity, World Views, Cognitive Development, College Students
Feeney, Stephanie – Defending the Early Years, 2016
It is difficult to get a good grasp of the topic of kindergarten entry assessment because there are such great differences in the purpose for the instruments, how they are constructed, and how the data is used. Even so, in many states and communities, there is cause for concern. Until the paradigm of education moves from a preoccupation with…
Descriptors: School Readiness, Kindergarten, Student Evaluation, Evaluation Methods
Harms, Thelma; Cryer, Debby; Clifford, Richard M.; Yazejian, Noreen – Teachers College Press, 2017
Building on extensive feedback from the field as well as vigorous new research on how best to support infant and toddler development and learning, the authors have revised and updated the widely used "Infant/Toddler Environment Rating Scale." ITERS-3 is the next-generation assessment tool for use in center-based child care programs for…
Descriptors: Child Care Centers, Preschool Education, Infants, Toddlers