The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context

Detalhes bibliográficos
Autor(a) principal: Bartholo,Tiago Lisboa
Data de Publicação: 2020
Outros Autores: Koslinski,Mariane Campelo, Costa,Márcio da, Tymms,Peter, Merrell,Christine, Barcellos,Thaís Mendonça
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Pro-Posições (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072020000100529
Resumo: Abstract This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.
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spelling The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian contextmonitoringchildhood educationassessmentliteracyAbstract This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.UNICAMP - Faculdade de Educação2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072020000100529Pro-Posições v.31 2020reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMP10.1590/1980-6248-2018-0036info:eu-repo/semantics/openAccessBartholo,Tiago LisboaKoslinski,Mariane CampeloCosta,Márcio daTymms,PeterMerrell,ChristineBarcellos,Thaís Mendonçaeng2020-08-06T00:00:00Zoai:scielo:S0103-73072020000100529Revistahttp://www.scielo.br/ppPUBhttps://old.scielo.br/oai/scielo-oai.php||proposic@unicamp.br1980-62480103-7307opendoar:2020-08-06T00:00Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
title The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
spellingShingle The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
Bartholo,Tiago Lisboa
monitoring
childhood education
assessment
literacy
title_short The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
title_full The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
title_fullStr The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
title_full_unstemmed The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
title_sort The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context
author Bartholo,Tiago Lisboa
author_facet Bartholo,Tiago Lisboa
Koslinski,Mariane Campelo
Costa,Márcio da
Tymms,Peter
Merrell,Christine
Barcellos,Thaís Mendonça
author_role author
author2 Koslinski,Mariane Campelo
Costa,Márcio da
Tymms,Peter
Merrell,Christine
Barcellos,Thaís Mendonça
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Bartholo,Tiago Lisboa
Koslinski,Mariane Campelo
Costa,Márcio da
Tymms,Peter
Merrell,Christine
Barcellos,Thaís Mendonça
dc.subject.por.fl_str_mv monitoring
childhood education
assessment
literacy
topic monitoring
childhood education
assessment
literacy
description Abstract This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072020000100529
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-73072020000100529
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1980-6248-2018-0036
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv UNICAMP - Faculdade de Educação
publisher.none.fl_str_mv UNICAMP - Faculdade de Educação
dc.source.none.fl_str_mv Pro-Posições v.31 2020
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
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