Dockrell, J; llaurado, A; Hurry, J; Cowan, R; Flouri, E; Dawson, A; (2017) Review of assessment measures in the early years: Language and literacy, numeracy and social emotional development and mental health. Education Endowment Foundation (EEF): London, UK.

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Abstract

We completed a systematic search of measures to assess language, literacy, numeracy, and socialemotional development for children up to the age of six. These included individual assessments of children’s competencies in these areas and assessments of the children’s home and early years environment. A review of the relevant competencies for these four core domains provides the basis for identifying appropriate assessments. Norm-referenced and criterion-referenced tests of children’s performance were included. At this point in their development, the majority of direct assessments of children’s competencies involve one-to-one assessments. Measures completed by proxy (by parents, care staff, or teachers) were also included and typically used for social-emotional aspects of development and assessments of the environment. All measures were evaluated for developmental appropriateness and psychometric features. One hundred and forty-six individual child assessments were identified, of which 13 had no published information and were excluded from further evaluation. For the remaining 133 assessments, a qualitative synthesis was completed where there were appropriate U.K. norms for the measure and where data was provided on reliability and validity (N = 47). We also included criterion-referenced assessments that included the key domains. In addition, we identified nine published tools reporting psychometric information for evaluating home and early learning environments. A wide range of language measures with established norms was identified. By contrast, for the domains of numeracy and literacy, fewer measures were available. However, for children in the target age range, criterion-referenced measures may be more appropriate for identifying early literacy and numeracy skills. Although there are many measures of social-emotional development available, the majority failed to meet the psychometric selection criteria. Four measures of social-emotional development captured a range of key elements of the domain. A set of questions to consider when choosing a measure to evaluate children’s abilities was developed from the review process.

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