Validity and bias of academic achievement measures in the first year of elementary school

Hammes, Patrícia Simone; Bigras, Marc; Crepaldi, Maria Aparecida

doi:10.1080/1743727x.2014.933473

Cited by 3 publications

(1 citation statement)

References 51 publications

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“…It is a prime factor underpinning a nation's gross domestic product and may be seen as an index of human capital [2]. Generally assessed through standardized tests and teacher assessments of reading, writing or mathematics [3,4], individual differences in school achievement are established early and tend to persist over time from school entry and onward [5]. School achievement has also been associated with many positive outcomes, including psychosocial adjustment, physical and mental health, perceived happiness, and access to higher education [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

et al. 2022

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The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions.

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Section: Introductionmentioning

confidence: 99%

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

et al. 2022

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Predicting children’s social adaptation and academic achievement from father-child preschool rough-and-tumble-play and father involvement in child schooling

et al. 2022

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I think therefore I learn: metacognition is a better predictor of school readiness than executive functions

Dutemple,

Brokl,

Poulin-Dubois

2024

Front. Dev. Psychol.

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Previous research suggests that metacognition (the knowledge and skills related to knowledge acquisition) and executive functions (skills needed to plan and execute goals) are possible predictors of academic performance, including math and reading abilities. This study sought to clarify the relationship between school readiness and these abilities. A visual identification task was used to measure preschool children's metacognitive skills, specifically their ability to monitor their confidence on their answers (explicit) and ability to ask for a clue only when necessary (implicit). Response time to answering was also measured to obtain a non-verbal implicit measure of metacognition. Executive functions were measured using the Flanker and Dimensional Change Card Sorting (DCCS) tasks from the NIH toolbox. It was hypothesized that both metacognition and executive functions would predict school readiness and that implicit metacognitive skills would be more highly related to school readiness than explicit skills. A hierarchical linear regression was run with age and sex as control variables, and with executive function and metacognition (implicit and explicit) as predictors. Results indicated that both implicit and explicit metacognition remained significant predictors of school readiness scores beyond age and sex. In addition, we found correlations between explicit metacognition and executive functions and a relationship between response time and explicit metacognitive skill. Results highlight the importance of early metacognitive abilities beyond other cognitive skills and the importance of being able to effectively use metacognitive strategies from a young age. The implications relating to academic abilities are discussed.

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Validity and bias of academic achievement measures in the first year of elementary school

Cited by 3 publications

References 51 publications

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement

Predicting children’s social adaptation and academic achievement from father-child preschool rough-and-tumble-play and father involvement in child schooling

I think therefore I learn: metacognition is a better predictor of school readiness than executive functions

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