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  • Validation of a two-factor model of the Best Start Kindergarten Assessment of literacy and numeracy

    Author(s)
    Harris, Felicity
    Smith, Maxwell
    Laurens, Kristin R
    Green, Melissa J
    Tzoumakis, Stacy
    Kariuki, Maina
    Carr, Vaughan J
    Griffith University Author(s)
    Tzoumakis, Stacy
    Year published
    2018
    Metadata
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    Abstract
    This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with the aim of confirming a two-factor measure of attainment at school entry comparable in structure to standardised measures of literacy and numeracy administered in later school years. Administrative data from the 2009 Best Start were obtained from the New South Wales Department of Education for 37,734 children aged ∼5 years (i.e. as they entered their first year of compulsory schooling) as part of the New South Wales Child Development Study. Exploratory and confirmatory factor analyses were performed on the ...
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    This study examined the structure of the Best Start Kindergarten Assessment (Best Start) of literacy and numeracy, with the aim of confirming a two-factor measure of attainment at school entry comparable in structure to standardised measures of literacy and numeracy administered in later school years. Administrative data from the 2009 Best Start were obtained from the New South Wales Department of Education for 37,734 children aged ∼5 years (i.e. as they entered their first year of compulsory schooling) as part of the New South Wales Child Development Study. Exploratory and confirmatory factor analyses were performed on the 11 Best Start scales using a split half methodology, with the findings supporting a two-factor solution underpinning literacy and numeracy attainment. The availability of this two-factor Best Start measure of literacy and numeracy at school entry, which precedes the repeated national assessments conducted later in the primary and high school years, facilitates research to examine pathways of academic performance over time.
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    Journal Title
    Australian Journal of Education
    Volume
    62
    Issue
    1
    DOI
    https://doi.org/10.1177/0004944118761381
    Subject
    Education
    Social Sciences
    Education & Educational Research
    Academic achievement
    factor analysis
    longitudinal studies
    Publication URI
    http://hdl.handle.net/10072/387328
    Collection
    • Journal articles

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