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.
Subject Developmental Psychology; psychometry; educational measurement concurrent validity; ELOM; WPPSI-IV; test–retest reliability; preschool
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
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Psychometric
Format text/html application/epub+zip text/xml application/pdf
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
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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
Coverage South Africa — preschool children
Rights Copyright (c) 2021 Kate J. Anderson, Tiffany J. Henning, Jasmin R. Moonsamy, Megan Scott, Christopher du Plooy, Andrew R.L. Dawes https://creativecommons.org/licenses/by/4.0