Content validity to support the use of a computer-based phonological awareness screening and monitoring assessment (Com-PASMA) in the classroom.

Karyn Carson, Therese Boustead, Gail Gillon

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    Purpose. This study investigated the content validity of a computer-based phonological awareness (PA) screening and monitoring assessment (Com-PASMA) designed to evaluate school-entry PA abilities. Establishing content validity by confirming that test items suitably fit and sample a spectrum of difficulty levels is critical for ensuring educators can deduce accurate information to comprehensively differentiate curricular reading instruction.Method. Ninety-five children, inclusive of 21 children with spoken language impairment, participated in a 1-year longitudinal study whereby the Com-PASMA was administered at the start, middle and end of the school year.Result. Estimates of content validity using Rasch Model analysis demonstrated that: (1) rhyme oddity and initial phoneme identity tasks were most appropriate at school-entry and sampled a spectrum of difficulty levels, (2) more challenging phoneme level tasks (e.g. final phoneme identity, phoneme blending, phoneme deletion and phoneme segmentation) became increasingly appropriate and differentiated between high- and low-ability students by the middle and end of the first year of school and (3) letter-knowledge tasks were appropriate but declined in their ability to differentiate student ability as the year progressed.Conclusion. Findings demonstrate that the Com-PASMA has sufficient content validity to measure and differentiate between the PA abilities of 5-year-old children on entry to school.

    Original languageEnglish
    Pages (from-to)500-510
    Number of pages11
    JournalInternational Journal of Speech-Language Pathology
    Volume17
    Issue number5
    DOIs
    Publication statusPublished - 3 Sep 2015

    Keywords

    • classroom assessment
    • computer-based assessment
    • content validity
    • Phonological awareness
    • reading development

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