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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Autores principales:	E. F. Haghish, Werner Vach, Anders Højen, Dorthe Bleses
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/f701ea9f5ff14690adc558c9fbb5da25
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id	oai:doaj.org-article:f701ea9f5ff14690adc558c9fbb5da25
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spelling	oai:doaj.org-article:f701ea9f5ff14690adc558c9fbb5da252021-11-25T06:19:29ZEstimating measurement error in child language assessments administered by daycare educators in large scale intervention studies1932-6203https://doaj.org/article/f701ea9f5ff14690adc558c9fbb5da252021-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8604328/?tool=EBIhttps://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 (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/f701ea9f5ff14690adc558c9fbb5da25
work_keys_str_mv	AT efhaghish estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT wernervach estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT andershøjen estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies AT dorthebleses estimatingmeasurementerrorinchildlanguageassessmentsadministeredbydaycareeducatorsinlargescaleinterventionstudies
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Estimating measurement error in child language assessments administered by daycare educators in large scale intervention studies

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