In the field of education, the measurement process entails the assignment of numbers to categories of ‘real-world’ observations. Generally, instruments such as the EYE-DA or the EYE-TA are used to relate observations in the real world to some latent or unobserved constructs that exist only as part of a theory (Wilson, 2005). We engage in the measurement process because we wish to make decisions based on people’s responses on an instrument which are deemed to represent the underlying constructs. For the EYE-TA, the five domains are the latent constructs. Students’ responses on the constructs are scored and the aggregated scores are used in various ways to improve students’ outcomes. The aim of this report is to describe the multiple uses of the EYE-TA, describe the research background underlying these uses and provide evidence of validity. A unique feature of the EYE-TA is that it directly links the assessment of children’s pre-literacy specific skills with professional learning and an intervention that incorporates intentional play-based activities. Therefore, in considering the validity of the EYE-TA and its uses, this assessment of validity treats the tool as an assessment system.
The next section of this report describes the important uses of the EYE-TA, classified into five categories.
The third section describes the theory and evidence supporting each of the five uses.
You can access the full EYE-TA psychometric report below:
Psychometric Report*
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