Validation of an Expressive and Receptive Tablet Assessment of Early Literacy

Abstract

Touch-screen tablets are used in the classroom for assessment. Little is known about the psychometric properties of tablet-based assessments. This study examined the validity and reliability of an expressive and receptive assessment app designed to measure literacy skills. Children (N = 45; 3–5 years) completed the app assessments for alphabet and word skills using a tablet. Children (n = 15) were posttested 1 to 2 weeks later to check test score stability. The tablet measures showed good internal consistency (all α > .90) and test–retest reliability (intraclass correlation coefficient [ICC] range = .87 to .98). Agreement between scores for the tablet- and paper-based tests was also high (ICC range = .91 to .98). This indicates that expressive and receptive tablet tests provide valid and reliable measures.

Keywords::

• touch-screen tablets
• assessments
• expressive test
• receptive test
• literacy
• children

Additional information

Notes on contributors

Michelle M. Neumann

Dr Michelle Neumann is a researcher and lecturer in the School of Education and Professional Studies, Griffith University, Australia. Michelle's research interests are in early childhood education, assessment, learning, and use of mobile technologies and tablets in the home and classroom.

Sheena Worrall

Sheena Worrall holds a Bachelor of Psychological Science honours degree from the School of Applied Psychology, Griffith University, Australia.

David L. Neumann

Professor David Neumann works in the School of Applied Psychology, Griffith University, Australia. David's broad area of expertise is in learning, performance, and assessment and his research has seen wide application, ranging from sport and exercise, health, and education.