Analysis
of two
Cognitive
Instruments
by Yew
Kai Woon
instruments
o Instrument is a tool that is used to collect data to
measure variables in skills, abilities, and knowledge of
children within a specific age range.
o Various types of instruments include checklists,
achievement/aptitude tests, observation forms,
performance assessment, and so on.
o Cognitive instruments: measure an individual’s
attainment in academic areas (e.g., reasoning,
perception, memory, verbal and mathematical ability,
and problem-solving).
This PPT will highlight 2 cognitive
instruments used by the
kindergartens and describe the range
of the instruments used to collect
child outcome data and evaluate the
initiatives, summarizing information
of the instruments used.
The two main elements
that account for the quality
of an instrument are its
reliability and validity.
quality of
an
instrumen
t
Reliability
• Reliability is the degree to which the instrument
consistently measures what it suppose to
measure.
• For example, a test is said to be reliable if repeat
measurement made by it under constant
conditions will give the same result.
Validity
• Validity is the degree to which the instrument
accurately measures what it intends to
measure.
• For example, a test of school readiness can be
examined to see whether the content relates to
knowledge and skills expected of first-grade
children following the kindergarten program.
>> Creative Curriculum
Developmental Continuum
for Ages 3–5
[ Observation Form ]
https://wvde.state.wv.us
pdfosp/CreativeCurricul
umContinuum.pdf
Analysi
 This observation record is an authentic assessment
s records children’s
in which a teacher/ observer
activities in their regular classroom setting and then
records the results, in the form of a rating scale.
 The target age range of this instrument was
designed to collect data from a narrow age span—
preschool age 3-5 years old children.
 This instrument stated the time to administer is
depending on ongoing teacher observations and it is
recommended that the observer goes for training
through the publisher.
 This instrument reported internal consistency
reliability coefficients of 90. It also reported
evidence from factor analyses to support the
validity of the instruments.
 Learning and Problem solving:
1 Observes objects and events with curiosity
2 Approaches problem flexibly
3 Show persistence in approaching tasks
4 Explores cause and effect
5 Applies knowledge or experience to a new situation
 Logical Thinking:
1 Classifies objects
2 Compares/ measures
3 Arranges objects in series
4 Recognizes patterns and can repeat them
5 Show awareness of time and space concepts and sequence
6 Show awareness of position in space
7 Uses one to one correspondence
8 Uses numbers and counting
 Representation and Symbolic thinking:
1 Take on pretend roles
2 Makes believe with objects
3 Makes and interprets representations
coverage area
for cognitive
development
Creative
Curriculum
Developmental
Continuum for
Ages 3–5
>> Development
Checklist from CDC
[ Checklist ]
https://www.cdc.gov/
ncbddd/actearly/pdf/
checklists/Checklists
-with-Tips_Reader2019_508.pdf
Analysi
 This checklist is a screening
instrument that requires a
s
teacher/parent who is familiar with the child to
indicate how well a child can do specific tasks or knows
certain content.
 The target age range of this instrument was designed
for 2 months infants - 5 years old toddlers.
 The average time to administer this instrument is about
10-30 minutes. The conductor is ideally someone
knowledgeable in child development.
 No information on reliability and validity was available.
coverage area for cognitive
Development
development
Checklist from
CDC
 Learning and Problem solving:
1 Express emotions (happy, sad, fussy, bored)
2 Responds to affection
3 Recognizes people and things
4 Observes objects and events with curiosity
5 Explores things in different ways
6 Finds hidden things
7 Copies gestures
8 Follows instructions
9 Scribbles or draw
10 Builds towers or blocks

11 Names items and use things correctly
12 Can work toys with buttons, levers, and moving parts
13 Does puzzles
14 Screws and unscrews jar lids or turn the door handle
Logical Thinking:
1 Sort shapes and colors
2 Compares
3 Completes sentences
4 Uses numbers and counting
5 Show awareness of time and sequence
6 Recognizes patterns and can repeat them
7 Uses one to one correspondence
Representation and Symbolic thinking:
1 Take on pretend roles
2 Makes believe with objects
3 Plays board or card games
Overview of 2
Instruments
No.
Name of
instrument
Purpose
Age range
Domains assessed
Type of
administration
Time to
administer
Reliability/
validity data
1
Creative
Curriculum
Developmental
Continuum for
Ages 3–5
Tracking child
outcomes,
Curriculum
planning
3 – 5 years
Cognitive development,
Language development,
Social/emotional
development,
Physical development
Observation
record
Summarized
periodically
High degree
2
Development
Checklist from
CDC
Screening
2 months
infant –
5 years
Cognitive development,
Language development,
Social/emotional
development,
Movement/Physical
development
Direct child
assessment;
Teacher
observation;
Parent
Interviews
10-30
minutes
No
information
Overall, an observational measure often collects more
authentic data related to children’s performance and it
has a proven track record (adequate reliability and
validity). However, it may be more time-consuming, and
the conductors need to go for certain training to conduct
the assessment as there is continual interaction with
student work such as observing, questioning, and guiding.
A checklist is less expensive and easy to use because the
conductors require little instruction or training. However.
It does not include the quality of performance on the
objectives measured. And, the interaction between the
child and the person who completes the instrument must
be considered. The result can be affected by the length of
time the person has known the child, and their abilities
to collect data. They also typically have different levels of
information about a child in different situations and
settings.
Compari
son
For the cognitive development part, a checklist focuses on
overall proficiency at each level, while an observational
measure provides a more constructive approach with
performance-based.
No.
Name of
instrument
Price
1
Creative
Curriculum
Developmental
Continuum for
Ages 3–5
2
Development
Checklist from
CDC
Comparison of 2
Instruments
Strong points
Time
consuming
Role of teacher/
conductor
Measurement
Result
Reliability/
validity data
More
expensive
Collects more
authentic data
Long
period of
time
Require training and
need continual
interaction with
student work
More
constructive
approach with
performancebased
High degree
Cheaper, can
easy found
online
Flexible and
easy to use
10-30
minutes
No training required
Overall
proficiency at
each level
No
information
There is no perfect instrument, instead,
the main consideration for choosing an
instrument is the assessment objective.
The teacher or parent should review
the items of the instrument and agree
on what each is intended to measure.
Conclusion
Thank you
by Yew
Kai
Woon