Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)

2021 ◽  
Author(s):  
Lauren Pisani ◽  
Jonathan Seiden ◽  
Sharon Wolf
Keyword(s):  
International Development ◽  
Predictive Validity ◽  
Early Learning ◽  
Learning Assessment

scholarly journals Protocol to develop sustainable day care for children aged 1–4 years in disadvantaged urban communities in Dhaka, Bangladesh

BMJ Open ◽  
2018 ◽  
Vol 8 (7) ◽  
pp. e024101 ◽  
Author(s):  
Mahua Das ◽  
Helen Elsey ◽  
Riffat Ara Shawon ◽  
Joseph Hicks ◽  
J Ferdoush ◽  
...  
Keyword(s):  
International Development ◽  
Early Development ◽  
Low Income ◽  
Day Care ◽  
Early Childhood Development ◽  
Early Learning ◽  
Childhood Development ◽  
Care Needs ◽  
Medicine Research ◽  
Children Under 5

IntroductionLack of safe, stimulating and health-promoting environments for children under-5 hinders their physical, social and cognitive development, known as early childhood development (ECD). Improving ECD impacts on children, and can improve educational attainment for girls, who often care for younger siblings, and employment prospects for mothers. Developing and evaluating the impacts of ECD programmes within childcare needs to assess a range of social, health, educational and economic impacts, including women’s empowerment.Children living in slums are at high risk of poor early development and holistic, sustainable interventions are needed to address ECD in these contexts. This study will be undertaken in Dhaka, Bangladesh, a city where over 8.5 million inhabitants live in slums. In collaboration with government, non-governmental organisations and communities, we are developing and testing a sustainable day-care model for low-income communities in Dhaka.Methodology and analysisA sequential mixed methods approach is being used in the study, with qualitative work exploring quantitative findings. Two hundred households with children under-5 will be surveyed to determine day-care needs and to assess ECD (parent-reported and direct assessment). The feasibility of four ECD measuring tools Caregiver-Reported Early Development Index, Measuring Early Learning Quality and Outcomes, The Early Human Capability Index and International Development and Early Learning Assessment will be assessed quantitatively and qualitatively. Qualitative methods will help understand demand and perceptions of day care while mothers work. Participatory action research will be used to develop a locally appropriate and potentially sustainable model of day care for under-5 children. A ward in the south of Dhaka has been selected for the study as this typifies communities with slum and non-slum households living next to each other, allowing us to explore potential for better-off household to subsidise day care for poorer households.Ethics and disseminationFindings will be published and inform decision makers at the national, regional and the local actors in order to embed the study into the policy and practice on childcare and ECD. Ethical approvals for this study were obtained from the School of Medicine Research Ethics Committee at the Faculty of Medicine and Health at the University of Leeds (ref: MREC16-106) and the Bangladesh Medical Research Council (ref: BMRCAIREC/20 I 6-20 I 9 I 250).

Early Learning Assessment Innovation in South Africa: A locally appropriate monitoring tool

2018 ◽  
Vol 94 (1) ◽  
pp. 12-16
Author(s):  
Andrew Dawes ◽  
Linda Biersteker ◽  
Elizabeth Girdwood ◽  
Matthew Snelling ◽  
C. G. Tredoux
Keyword(s):  
South Africa ◽  
Early Learning ◽  
Learning Assessment ◽  
Monitoring Tool

Digital self-administered assessments: The utility of touch screen tablets as a platform for engaging, early learner assessment

2021 ◽  
pp. 1476718X2110025
Author(s):  
Deborah Adkins
Keyword(s):  
Touch Screen ◽  
Early Learning ◽  
Learning Assessment ◽  
Future Research ◽  
Older Students ◽  
Teacher Interviews ◽  
Digital Platforms ◽  
Learner Assessment ◽  
Early Learners ◽  
The Impact

Early learning assessment is a necessary mechanism for understanding skills children possess and to inform their instruction. Assessing early learners is different in many aspects than assessing older students. Considerations such as mode of assessment, supports necessary to obtain instructionally relevant data, and the impact of feedback for engaging students in assessment must be afforded. This study focused on the use of a tablet-based app as a digital means of assessment that lent itself well to the necessary considerations when assessing early learners. Based on the data collected in this study through the assessment app, observations and student and teacher interviews, students as young as 44 months demonstrated the ability to self-administer and remain engaged in the assessment activities incorporated within the app. Teachers described use of the reporting interface as instructionally informative and easy to use. The paper concludes with a discussion of supportive attributes of digital platforms in the assessment of early learners and areas for future research in the field.

scholarly journals Evaluation of Learning in the Period of Early Education

2021 ◽  
Author(s):  
Ileana Constanţa Dârlă (Ionescu)
Keyword(s):  
Early Childhood ◽  
Formative Assessment ◽  
Early Education ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Learning Assessment ◽  
Learning And Development ◽  
Key Aspects ◽  
Evaluation Of Learning ◽  
Early Childhood Learning

At all levels of education, learning assessment is generally considered to be an essential part of teachers' work. For early childhood educators, ie those who work with children from birth to age six, there are special considerations that stem from the characteristics of those trained and the nature of early learning. This paper reviews research on the formative assessment of early learning and development. In this way, important theoretical constructs related to early learning are explored and research on key aspects of early childhood learning is synthesized. We discuss the methods that are most useful for painting a richer picture of early learning and development. Some of the challenges inherent in formative assessment in early childhood are also highlighted and discussed.

Effect of Stress and Relax Instructions on the Predictive Validity of a Test Device

1974 ◽  
Vol 7 (1) ◽  
pp. 46-50 ◽  
Author(s):  
Bruce W. Hall ◽  
T. Salvatore Tocco ◽  
Larry S. Schwartz
Keyword(s):  
Predictive Validity ◽  
Test Device

Investigating the Unified Motive Scales

2020 ◽  
pp. 1-5
Author(s):  
Martin Bettschart ◽  
Marcel Herrmann ◽  
Benjamin M. Wolf ◽  
Veronika Brandstätter
Keyword(s):  
Field Study ◽  
Predictive Validity ◽  
Selection Process ◽  
Police Department ◽  
Longitudinal Field ◽  
Explicit Motives ◽  
Achievement Motive

Abstract. Explicit motives are well-studied in the field of personality and motivation psychology. However, the statistical overlap of different explicit motive measures is only moderate. As a consequence, the Unified Motive Scales (UMS; Schönbrodt & Gerstenberg, 2012 ) were developed to improve the measurement of explicit motives. The present longitudinal field study examined the predictive validity of the UMS achievement motive subscale. Applicants of a police department ( n = 168, Mage = 25.11, 53 females and 115 males) completed the UMS and their performance in the selection process was assessed. As expected, UMS achievement predicted success in the selection process. The findings provide first evidence for the predictive validity of UMS achievement in an applied setting.

Using the Theory of Planned Behavior to Predict Faking in Selection Exercises Varying in Fidelity

2018 ◽  
Vol 17 (3) ◽  
pp. 155-160 ◽  
Author(s):  
Daniel Dürr ◽  
Ute-Christine Klehe
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Predictive Validity ◽  
Group Discussion ◽  
Role Play ◽  
Selection Procedure ◽  
High Fidelity ◽  
Selection Research ◽  
Play Group

Abstract. Faking has been a concern in selection research for many years. Many studies have examined faking in questionnaires while far less is known about faking in selection exercises with higher fidelity. This study applies the theory of planned behavior (TPB; Ajzen, 1991 ) to low- (interviews) and high-fidelity (role play, group discussion) exercises, testing whether the TPB predicts reported faking behavior. Data from a mock selection procedure suggests that candidates do report to fake in low- and high-fidelity exercises. Additionally, the TPB showed good predictive validity for faking in a low-fidelity exercise, yet not for faking in high-fidelity exercises.

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