Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten

Abstract

AbstractThe current study digitalised an assessment instrument of receptive vocabulary knowledge, GraWo‐KiGa, for use in Austrian kindergartens. Using a mixed‐methods approach, this study looks at 85 kindergarteners in their last year (age M = 5.79 years, 51.8% male, 71.8% L1 German), to find out (a) whether the form of digital assessment employed meets the required quality criteria and is comparable to the print version and (b) how instructors and children perceive its practicality and comprehensibility, as well as which version kindergarteners prefer. The results reveal that the digital assessment tool is both reliable (α = 0.85) and valid (convergent validity: r = 0.43; discriminant validity: r = 0.31). Results of the digital and print version were comparable (r = 0.83). Although children found both versions easy to use, most of them reported the digital version to be easier and also preferred. In light of the numerous benefits that digital assessments offer in terms of administration, evaluation, feedback and motivation, the digital version of GraWo‐KiGa has great potential in easing kindergarten teachers' assessment procedures. However, due to the limited availability of digital resources, the print version will remain highly relevant in the future. Practitioner notesWhat is already known about this topic Proper assessment is the basis of individualised support. Digital assessment procedures can ease the assessment process and motivate children, even in kindergarten. In German‐speaking countries, digitalisation has barely reached kindergarten. The print version of GraWo‐KiGa reliably and validly assesses receptive vocabulary in kindergarteners in their last year. What this paper adds GraWo‐KiGa digital meets the necessary quality criteria in terms of reliability and validity and is comparable to its print version. GraWo‐KiGa is practical in use for both children and kindergarten teachers. Most kindergarteners preferred the digital version over the print version. Teachers benefit from easy administration and evaluation, quick results, and a pleasant screening procedure for the kids. Implications for practice and/or policy Digital assessment tools in kindergarten have the potential to support kindergarten teachers in their regular assessment processes. In kindergarten, the use of GraWo‐KiGa digital allows children at risk of developing reading comprehension difficulties to be identified quickly and economically. Digital assessments enable rapid and targeted allocation of children to support programmes.