一个新的测量工具,以发展,学习和功能结果的学校准备:一个全面的学校准备评估尺度 (COSRAS)
Selen Aydoner Bektas1, Gonca Bumin2, Sevilay Karahan3
1Department of Occupational Therapy, Fenerbahçe University, İstanbul, Turkey.
Applied neuropsychology. Child
|March 6, 2026
概括
综合性学校准备评估尺度 (COSRAS) 有效地衡量幼儿的学校准备程度. 这种经过验证的工具有助于早期识别学习挑战,支持在入学前针对性干预.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 评估学校准备对于识别需要早期支持的儿童至关重要.
- 现有的措施可能无法全面捕捉到学校准备的多面性质.
- 需要一个验证的,多维的尺度来全面评估学校的准备.
研究的目的:
- 开发和验证综合性学校准备评估量表 (COSRAS).
- 创建一个多维的工具来评估57-72个月龄的儿童的学校准备程度.
- 确保尺度具有强大的心理测量特性,可供可靠和有效的测量.
主要方法:
- 规模开发遵循了DeVellis的框架,从216个项目开始,改进到182个项目.
- 从1813名儿童 (教师完成) 和386名教师 (测试复试) 收集的数据.
- 统计分析包括内容有效性,探索性/确认性因子分析,收有效性,内部一致性和测试复试可靠性.
主要成果:
- 高含量有效性指数 (0.892-1.000) 和优秀的模型适合于因子分析 (CFI = 0.999; RMSEA = 0.000-0.009).
- 强的收有效性 (r = 0.665-0.695) 与一个现有的尺度.
- 优异的内部一致性 (α = 0.916-0.969) 和高的测试重试可靠性 (ICC > 0.990).
结论:
- 科斯拉斯表现出强大的心理测量特性,使其成为学校准备的可靠和有效衡量标准.
- 该尺度整合了发展,学习相关和功能结构,以进行全面的评估.
- 科斯拉斯促进了对有风险儿童的早期识别,为教学规划和干预策略提供了信息.
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