Design, Development and Application of Focus App for Assessment of School Readiness

Józsa, Krisztián; Amukune, Stephen; Józsa, Gabriella

doi:10.21125/inted.2022.1289

Cited by 5 publications

(19 citation statements)

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“…Mukkiri et al (2022) clearly defined it as basic skills that children need to possess at school entry in order to adapt successfully to the school environment and to learn and achieve at a satisfying level. Regarding the school readiness assessment, the DIFER (Diagnostic Systems for Assessing Development) school readiness test is quite popular in Hungary and some countries in Europe (Józsa et al, 2022a). The DIFER test aims to assess the progress of fundamental abilities in children aged 4-8 and to delineate the benchmarks for enhancing their acquisition (Nagy et al, 2004a):…”

Section: Children's School Readiness and Assessmentmentioning

confidence: 99%

“…For instance, several decades ago, the renowned researcher Nagy (1976) conducted a nationwide survey on school readiness using the PREFER (Preventive Development Assessment System for Children) with a sample size of 10,000 participants (Józsa et al, 2022b). The findings were deemed reliable, and the PREFER test became established as a standardized national assessment (Józsa et al, 2022a;Nagy, 1980). Later, beyond the 20th century, Nagy and his colleagues modified the PREFER test into the DIFER (Diagnostic Systems for Assessing Development) test, involving 23,000 children aged 4-8 years.…”

Section: Context Of the Current Studymentioning

confidence: 99%

“…This test also gained recognition as a criterion-referenced assessment for the entire country (Nagy et al, 2004a). The DIFER test evaluates seven subskills of children's development, including pre-maths, fine motor control, phoneme perception, understanding of cause and effect, deductive reasoning, relational reasoning, and social skills (Józsa et al, 2022a). Subsequently, the DIFER test was computerized and employed in the developmental assessment of children, with researchers utilizing different sub-skill assessments of the DIFER test based on their specific research contexts, as outlined in Table 1.…”

Section: Context Of the Current Studymentioning

confidence: 99%

“…Table 1 displays numerous studies conducted on school readiness assessments of young Hungarian students using various test formats, including paper-based and computer/tablet-based tests. Among all the studies on school readiness, some are longitudinal studies (Józsa et al 2022a;Molnár & Hermann, 2023;Putnick & Bornstein, 2016), some are cross-cultural studies (Amukune et al, 2022b;Józsa et al, 2017;Józsa et al, 2022b), and some are simple and national survey studies (Csapó et al, 2014;Józsa & Fenyvesi, 2006;Nagy, 1976;Nagy et al, 2004b). The majority of studies employed the DIFER test to assess different domains/skills related to children's school readiness.…”

Section: Context Of the Current Studymentioning

confidence: 99%

See 3 more Smart Citations

Reliability, Validity and Measurement Invariance of the Difer Tests

Józsa,

Oo,

Borbélyová

et al. 2024

Diagnostic Assessment of School Readiness

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This study focuses on examining the psychometric properties of the DIFER test, a widely used assessment tool for measuring school readiness. DIFER, which stands for Diagnostic Systems for Assessing Development, has gained prominence in Hungary and some European countries as an effective means of evaluating children’s readiness for school. By investigating the reliability and validity of the DIFER test, this study aims to enhance the understanding of the suitability of the DIFER test for cross-cultural and longitudinal studies in assessing school readiness. Conducted as a survey study, the research involved 3050 Hungarian students from Slovakia and Hungary. Employing Rasch analysis and multi-group confirmatory factor analysis (MG-CFA) aid in verifying the precision of the DIFER test as a valuable assessment instrument for determining school readiness. The results revealed a strong alignment between the difficulty level of the test and students’ actual abilities, demonstrating its reliability and validity. Importantly, the analysis found measurement invariance across various factors, including country, gender, and age. This indicates the consistent performance of the DIFER test in assessing school readiness across diverse groups. However, mean differences in latent abilities were observed among different age groups, indicating that older students exhibited notably higher proficiency in premathematical skills compared to their younger counterparts. The findings offer valuable insights to educators, providing a reliable tool for assessing school readiness and identifying areas for improvement.

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Section: Children's School Readiness and Assessmentmentioning

confidence: 99%

Section: Context Of the Current Studymentioning

confidence: 99%

Section: Context Of the Current Studymentioning

confidence: 99%

Section: Context Of the Current Studymentioning

confidence: 99%

See 2 more Smart Citations

Reliability, Validity and Measurement Invariance of the Difer Tests

Józsa,

Oo,

Borbélyová

et al. 2024

Diagnostic Assessment of School Readiness

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“…It is during this pivotal period that the concept of school readiness takes center stage, acting as a vital determinant of a child's future academic success (Macy et al, 2021). School readiness encompasses a comprehensive set of foundational abilities that encompass diverse domains of early learning, including cognitive skills, receptive and expressive language proficiency, executive functions, and social-emotional and behavioral competencies (Amukune et al, 2022a;Józsa et al, 2022a;Russo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Diagnostic Assessment of School Readiness

2024

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Subject Specific Mastery Motivation in Moldovan Middle School Students

Calchei

Józsa

2023

Behavioral Sciences

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Given the crucial role of mastery motivation in the cognitive development of children, the present study investigates subject-specific mastery motivation in the multilingual educational system of the Republic of Moldova. We applied cross-sectional data from fifth, seventh, and ninth graders studying either in the Romanian (n = 583) or Russian (n = 353) language using the Subject Specific Mastery Motivation Questionnaire (SSMMQ). To ensure the validity of the comparison of latent mean differences, the Romanian and Russian versions of SSMMQ were validated and measurement invariance of the constructs across language, grade, and gender was assessed. The full scalar invariance across grades and gender and the partial scalar invariance across language held. Thus, a comparison of latent mean differences across these three groups is plausible. The findings proved that there was no difference between the Romanian and Russian samples, but we found girls self-rated themselves significantly higher than boys in the Reading, Art, and Music mastery motivation scales. Results with respect to the comparison of latent mean differences between the grade levels demonstrated that the Reading mastery motivation of the Moldovan students stayed stable from fifth to ninth grades, whereas Art had a constant declining path.

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Design, Development and Application of Focus App for Assessment of School Readiness

Cited by 5 publications

References 0 publications

Reliability, Validity and Measurement Invariance of the Difer Tests

Reliability, Validity and Measurement Invariance of the Difer Tests

Diagnostic Assessment of School Readiness

Subject Specific Mastery Motivation in Moldovan Middle School Students

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