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dc.contributor.authorNeumann, Michelle M
dc.contributor.authorWorrall, Sheena
dc.contributor.authorNeumann, David L
dc.date.accessioned2020-03-12T00:05:08Z
dc.date.available2020-03-12T00:05:08Z
dc.date.issued2019
dc.identifier.issn1539-1523
dc.identifier.doi10.1080/15391523.2019.1637800
dc.identifier.urihttp://hdl.handle.net/10072/392177
dc.description.abstractTouch-screen tablets are used in the classroom for assessment. Little is known about the psychometric properties of tablet-based assessments. This study examined the validity and reliability of an expressive and receptive assessment app designed to measure literacy skills. Children (N = 45; 3–5 years) completed the app assessments for alphabet and word skills using a tablet. Children (n = 15) were posttested 1 to 2 weeks later to check test score stability. The tablet measures showed good internal consistency (all α > .90) and test–retest reliability (intraclass correlation coefficient [ICC] range = .87 to .98). Agreement between scores for the tablet- and paper-based tests was also high (ICC range = .91 to .98). This indicates that expressive and receptive tablet tests provide valid and reliable measures.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofpagefrom326
dc.relation.ispartofpageto341
dc.relation.ispartofissue4
dc.relation.ispartofjournalJournal of Research on Technology in Education
dc.relation.ispartofvolume51
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode1303
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordstouch-screen tablets
dc.subject.keywordsassessments
dc.subject.keywordsexpressive test
dc.titleValidation of an Expressive and Receptive Tablet Assessment of Early Literacy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationNeumann, MM; Worrall, S; Neumann, DL, Validation of an Expressive and Receptive Tablet Assessment of Early Literacy, Journal of Research on Technology in Education, 2019, 51 (4), pp. 326-341
dc.date.updated2020-03-09T02:38:10Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the Journal of Research on Technology in Education, Volume 51, 2019 - Issue 4, Pages 326-341, 26 Jun 2019, copyright Taylor & Francis, available online at: https://doi.org/10.1080/15391523.2019.1637800
gro.hasfulltextFull Text
gro.griffith.authorNeumann, David L.
gro.griffith.authorNeumann, Michelle M.


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