Comparing multimethod assessment of approaches to learning among preschool children: Direct measure, teacher report, and parent report

Abstract

A multi‐informant or multimethod approach has been suggested for use in educational evaluation and children's development assessment. However, in the study field of approaches to learning, most previous studies used one method to measure approaches to learning. In addition, compared with kindergarten and elementary children, younger children have received little attention. This study was dedicated to determining whether a multimethod approach (direct measure, teacher report, and parent report) was needed to assess preschool children's approaches to learning. A total of 713 preschool children were enrolled in this study. Correlations and multiple regressions were conducted to analyze the correlation among the three methods as well as their criterion validity based upon comparisons with an assessment of children's early childhood development. The results revealed significant but weak correlations among the three assessment methods. The direct measure of approaches to learning was more relevant to children's early childhood development than the teacher report and the parent report. The criterion validity of using the direct measure to assess preschool children's approaches to learning was also better than that of the teacher report and the parent report. Therefore, the direct measure was recommended for use in assessing preschool children's approaches to learning, and teacher report can be used as a supplement.

Game-Based Assessment of School Readiness Domains of 3-8-year-old-children: A Scoping Review

“…Over 70% of the studies we reviewed assessed cognition and general knowledge. This is due to overemphasis on intellectual factors that affect academic performance rather than non-intellectual factors such as approaches to learning (Li et al, 2019). The other competency frequently assessed but not widely featured in GBA is the socio-emotional domain with only two studies.…”

“…Most of these tests and reports are pencil and paper-based. These reports' value depends on the quality of information teachers, examiners, and parents can and do provide (Li, Fan, & Jin, 2019). To alleviate this challenge, a form of direct assessment that could be administered without intensive training of examiners is a computerised self-administered assessment.…”

Preschool Education in Finland and Kenya: A Comparison within Perspectives of Educational Quality

“…The tool assesses the following competencies: language and literacy; mathematical thinking; scientific thinking; physical; creative art; social-emotional and general knowledge; life skills; music and movement; spirituality and morals; and child wellbeing (Republic of Kenya 2017). However, KSRAT does not assess motivation, executive functions, nor approaches to learning that are critical in school readiness assessments (Amukune and Józsa 2021;Li, Fan and Jin 2019). This rating is not meant to deny any child access to primary school in grade 1.…”

Agreement Between Parental Report and Clinician Observation of Infant Developmental Skills

“…This transition has highlighted the importance of understanding concordance between parent report and clinician observation measures of developmental skills. While multi-informant assessment of child skills has proven to be more valuable than single-informant methods in clinical settings ( Li et al, 2019 ), the convergence and possible interchangeability of parent report and clinician observation developmental measures in infancy, especially within the first year of life, is not well understood. Moreover, knowledge of how parent report assessment of child skills converge with clinician observation assessments could lead to increasing popularity of online developmental studies, which will increase accessibility for underrepresented populations in research.…”