Kindergarten assessments are classified as either readiness or screening measures, but the results are often used for interchangeable purposes. These readiness and screening measures are either standardized, criterion referenced, or curriculum-based. The research regarding the predictive validity of these measures is mixed, but generally shows that, although results are significant, the practical validity is limited. This study examined the use of kindergarten assessments to predict academic achievement through third grade. Participants in this study were 463 students from a mid-sized Florida school district who were enrolled in kindergarten during the 2003-2004 school year. The Early Screening Inventory-Kindergarten (ESI-K) and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) were administered in kindergarten. The Stanford Achievement Test-10 (SAT-10) was then administered in first and second grades and the Florida Comprehensive Assessment Test: Norm Referenced Test (FCAT: NRT) was administered in third grade. Results of this study suggest that the ESI-K and DIBELS are predictive of academic achievement in grades one through three, though the correlations are only moderate and the amount of variance in the SAT-10 and FCAT: NRT explained by these kindergarten measures is small. Recommendations are made for application of these results in a school setting, as well as possible directions for future research.Brigance K and 1 Screen were the most widely used standardized testing instruments used in kindergarten screening. ... (1991) also note that the Brigance technical manual does not provide any evidence for predictive or content validity andanbsp;...
|Title||:||The Predictive Validity of Kindergarten Assessment|
|Publisher||:||ProQuest - 2008|