An analysis of an assessment tool for 5-year old students entering elementary school: The School Entry Assessment Kit

Abstract

In the Western world, most five year old children begin their formal schooling, and do so with diverse proficiencies. A common aim is for teachers to quickly evaluate their proficiencies to identify strengths and gaps, and then begin the teaching of reading and number. This article reports two studies into the item and structural characteristics of a well used instrument administered in the first 6-8 weeks of the students’ school experience. The School Entry Assessment Kit consists of Concepts about Print (CAP) measure of early literacy, Tell Me procedures for oral language and story retelling, and Checkout game for early number knowledge and ability. The first study reviews the properties of these tests, and the second study relates the performance on the SEA with performance 1 and 5 years later. Implications for measuring progress, reviewing the tests, enhancing reporting, and reducing administration time are discussed.