Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.

Measurement error is a ubiquitous element of social science studies. In large-scale effectiveness intervention studies on child language, administration of the assessment of language and preliteracy outcomes by speech and language pathologists is costly in money and human resources. Alternatively, d...

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Auteurs principaux:	E F Haghish, Werner Vach, Anders Højen, Dorthe Bleses
Format:	article
Langue:	EN
Publié:	Public Library of Science (PLoS) 2021
Sujets:	Medicine R Science Q
Accès en ligne:	https://doaj.org/article/8a09bbe38d894713b4b8e5a4509d8a43
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id	oai:doaj.org-article:8a09bbe38d894713b4b8e5a4509d8a43
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spelling	oai:doaj.org-article:8a09bbe38d894713b4b8e5a4509d8a432021-12-02T20:12:41ZEstimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.1932-620310.1371/journal.pone.0255414https://doaj.org/article/8a09bbe38d894713b4b8e5a4509d8a432021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0255414https://doaj.org/toc/1932-6203Measurement error is a ubiquitous element of social science studies. In large-scale effectiveness intervention studies on child language, administration of the assessment of language and preliteracy outcomes by speech and language pathologists is costly in money and human resources. Alternatively, daycare educators can administer the assessment, which preserves considerable resources but may increase the measurement error. Using data from two nationwide child language intervention studies in Denmark, this article evaluates daycare educators' measurement error when administering a test of language and preliteracy skills of 3 to 5 year old children that in part is used in a national screening program. Since children were randomly assigned to educators, hierarchical linear models can estimate the amount of additional measurement error caused by educators' language assessments. The result shows that the amount of additional measurement error varied between different language subscales, ranging from 4% to 19%, which can be compensated for by increasing the sample size by the latter percentage. The benefits and risks of having daycare educators administer language assessments are discussed.E F HaghishWerner VachAnders HøjenDorthe BlesesPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 11, p e0255414 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q E F Haghish Werner Vach Anders Højen Dorthe Bleses Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
description	Measurement error is a ubiquitous element of social science studies. In large-scale effectiveness intervention studies on child language, administration of the assessment of language and preliteracy outcomes by speech and language pathologists is costly in money and human resources. Alternatively, daycare educators can administer the assessment, which preserves considerable resources but may increase the measurement error. Using data from two nationwide child language intervention studies in Denmark, this article evaluates daycare educators' measurement error when administering a test of language and preliteracy skills of 3 to 5 year old children that in part is used in a national screening program. Since children were randomly assigned to educators, hierarchical linear models can estimate the amount of additional measurement error caused by educators' language assessments. The result shows that the amount of additional measurement error varied between different language subscales, ranging from 4% to 19%, which can be compensated for by increasing the sample size by the latter percentage. The benefits and risks of having daycare educators administer language assessments are discussed.
format	article
author	E F Haghish Werner Vach Anders Højen Dorthe Bleses
author_facet	E F Haghish Werner Vach Anders Højen Dorthe Bleses
author_sort	E F Haghish
title	Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
title_short	Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
title_full	Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
title_fullStr	Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
title_full_unstemmed	Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
title_sort	estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/8a09bbe38d894713b4b8e5a4509d8a43
work_keys_str_mv	AT efhaghish estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT wernervach estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT andershøjen estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT dorthebleses estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies
_version_	1718374896923312128

Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies.

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