Abstract
Concurrent and predictive validity of the Battelle Developmental Inventory (BDI) was investigated. A random sample (N = 50) of 124 children comprising a total grade level in a school district was evaluated during both the kindergarten and first grade school years by using a comprehensive battery of assessments. Results indicated a consistent pattern of relationships between separate BDI domains and assessments that purport to measure similar constructs. An especially salient finding was that the BDI evidenced higher predictive values of achievement at the first grade than did other established assessments. The data were interpreted to support the BDI as a valid multifactored assessment for use in educational, clinical, and/or research endeavors with young children.
Published Version
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