Face Validity for Early Literacy Skills Indicators from Educators’ Perspective

Juppri Bacotang and Siti Farhana Md. Yasin and Rashidin Idris and Adibah Abdul Latif and Muhamad Suhaimi Taat and Connie Shin @ Connie Cassy Ompok and Nur Suhaidah Sukor and Saturia Amiruddin and Ratin Wahyu Juni Atma (2024) Face Validity for Early Literacy Skills Indicators from Educators’ Perspective. International Journal of Academic Research in Progressive Education and Development, 13. pp. 1101-1109.

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Abstract

The purpose of this study was to determine the face validity of the Early Literacy Skills Indicators (ELSI), which are used to measure the early literacy skills of children aged 3 to 4. To achieve face validity for ELSI, the researchers conducted a descriptive survey of 21 educators. The researchers provided each educator with the Face Validity Questionnaire (Educator) and a complete copy of the ELSI, which included various media, including (i) the ELSI Handbook, (ii) the "Ta Ta House" Storybook, (iii) the Children Score Record Form, and (iv) the ELSI Microsoft Excel. Each educator was responsible for analysing all ELSI media for language, space and font size, clarity, and appropriateness in measuring children's early literacy skills. The study findings suggested that ELSI's face validity extended to all of these mediums. This suggests that ELSI has a high level of face validity when measuring children's early literacy skills. Thus, educators can utilise ELSI to assess the early literacy skills of children aged 3 to 4.

Item Type:	Article
Keyword:	Early Literacy Skills, Early Childhood, Evaluation Tools, Face Validity
Subjects:	L Education > LB Theory and practice of education > LB5-3640 Theory and practice of education > LB1139.2-1139.5 Early childhood education
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	SITI AZIZAH BINTI IDRIS -
Date Deposited:	11 Jul 2024 16:27
Last Modified:	11 Jul 2024 16:27
URI:	https://eprints.ums.edu.my/id/eprint/39064

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