About the Measure

Domains Omnibus
Subscales Three domains: Maths/Science, Social emotional and language and literacy
Target Construct Oral language: Speaking and story retelling. Literacy: Phonological and print awareness, writing. Numeracy: Number and numerical operations, classifications and algebraic thinking, geometry and measurement. Social emotional: Self-regulation and play.
Description Includes Maths: Number and Numerical Operations, Classification and Algebraic Thinking, Geometry and Measurement and Scientific Inquiry, Socio Emotional: Self-regulation and Play, and Language and Literacy: Oral language, Phonological and print awareness and Writing.
Test Authors Riley-Ayers, Boyd, & Frede (National Institute for Early Education Research-NIEER)
Publisher Not published; available at http://datarecognitioncorp.com (Not published)
Psychometry
Implementation

Implementation details

Respondent Child
Prior knowledge Required NIEFER representatives offer support and guidance to teachers implementing the ELS.
Scoring Reported as manageable and accessible to all teachers
Time Effective assessment requires teachers to observe children over time and in varied situations.
Age 3 years to 5 years

Psychometric details

UK norms NO
Norm / Criterion referenced Criterion referenced
Standardisation sample 276
Reliability 71 to 98% for a sample of 57 teachers in New Jersey and 73.5 to 77.6 % for a sample of 29 educators in South Dakota. Internal consistency: Cronbach's alpha of .91.
Criterion validity Insufficient data in the public domain to evaluate
Construct validity Measures a single construct
Concurrent validity Concurrent validity with ELSA, the total ELSA raw score and the total ELS Language arts/Literacy score correlated moderately at .36. The total math/science ELS and the CMA total score correlate significantly at .46. Size of these associations varied based on domain. The correlation coefficient between ELS and direct assessment of similar constructs range from .17 to .52. Children’s math and language and literacy scores as assessed by ELS were similar to their scores in direct assessment in those domains: WJ10, PPVT, and WJ1 respectively. The strongest association was found between ELS Language and WJ 1 Letter-Word Identification score (r = .52, p < .001). Children’s science as assessed by ELS was not as similar to its direct assessment assessed by PSA, though it was significant statistically (r = .17, p < .01).