Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM)
South African Journal of Childhood Education
| Field | Value | |
| Title | Test–retest reliability and concurrent validity of the South African Early Learning Outcomes Measure (ELOM) | |
| Creator | Anderson, Kate J. Henning, Tiffany J. Moonsamy, Jasmin R. Scott, Megan du Plooy, Christopher Dawes, Andrew R.L. | |
| Description | 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 and language (ELL). Content and construct validity, reliability and cross-cultural fairness have been established.Aim: To establish the test-retest reliability and concurrent validity of the ELOM.Setting: Low income preschool and Grade R children.Methods: In study one, Test-retest reliability was investigated in a convenience sample of 49 English and isiXhosa speaking preschool children (Mean age = 60.77 months, SD = 3.70) tested and retested one week apart. In study two, concurrent validity was investigated in a convenience sample of 62 children (Mean age = 75.05 months, SD = .75). ELOM performance was compared with that on the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition (WPPSI-IV).Results: Test-retest reliability was established for ELOM Total score (r = .90, p .001). The concurrent validity of ELOM Total and the WPPSI-IV Full Scale Composite scores was established (r = .64, p .001). FMC VMI, CEF, and ELL domains correlated significantly with their corresponding WPPSI-IV indices: visual spatial, fluid reasoning, processing speed, working memory, and verbal comprehension.Conclusion: The findings of both psychometric studies contribute further to the reliability and validity of the ELOM. | |
| Publisher | AOSIS | |
| Date | 2021-06-17 | |
| Identifier | 10.4102/sajce.v11i1.881 | |
| Source | South African Journal of Childhood Education; Vol 11, No 1 (2021); 9 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/881/1842
https://sajce.co.za/index.php/sajce/article/view/881/1843
https://sajce.co.za/index.php/sajce/article/view/881/1844
https://sajce.co.za/index.php/sajce/article/view/881/1845
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