Investigation of learning measures as screening procedures with kindergartners

Abstract

Four repeated measures approaches to assessment were tested for their relationship to intelligence test scores, teacher ratings, and two criterion-referenced measures. One hundred and eighteen kindergarteners were tested, using one of the four procedures. Simple correlational analysis indicated that although last-day scores generally improved predictability over first-day scores, this improvement was not statistically significant. The educational usefulness of these procedures was questioned, due to relatively low correlations.