Assessment Of Literacy Skills Research Articles

Assessment of adults with low literacy skills: a review of methods

The paper reviews the methods for assessing different components of reading skills in adults with reading difficulties, along with functional reading skills. We are particularly interested in the assessment methods available to researchers and practitioners, developed predominantly in the research context, and not available solely in English. We discuss the large-scale international study, PIAAC, as an example of a framework for such assessments. Furthermore, we cover the following types of assessment tools: (1) self-assessment questionnaires, probing into comprehension difficulties and reading habits; (2) measures of print exposure, such as author recognition tests, correlating with other reading-related skills; (3) measures of word recognition and decoding, including reading aloud of words and pseudowords, as well as silent lexical decision tasks; (4) fill-in-the-blank tasks and sentence reading tasks, measuring predominantly local comprehension, entangled with decoding skills; (5) comprehension of longer reading passages and texts, focusing on functional texts. We discuss comprehension types measured by tests, text types, answer formats, and the dependence problem, i.e., reading comprehension tests that can be solved correctly without reading. Finally, we tap into the new ideas emerging from the AI systems evaluation, e.g., using questions generated from news articles or Wikipedia or asked directly by search engines users. In the concluding section, we comment on the significance of incorporating background information, motivation, and self-efficacy into the assessment of adult literacy skills.

Kurikulum Merdeka: Optimization of Personal Abilities and Digital Literacy of Prospective Biology Teachers through Microteaching Practices

Kurikulum Merdeka has changed the paradigm of education in Indonesia which requires prospective biology teachers, to have better personal abilities and digital literacy. This study aims to evaluate the effect of microteaching practices on the personal abilities of prospective biology teachers and digital literacy. This research uses qualitative methods, with purposive samples, where the samples used are eight prospective Biology teacher students from the Biology Education Study Program IKIP PGRI Pontianak for the 2022/2023 academic year who attended Microteaching lectures. The assessment is carried out in three stages, namely evaluation of lesson plan, evaluation of microteaching implementation, and evaluation of personal competence and digital literacy during microteaching. In addition, an assessment of students' digital literacy skills was also carried out. The research results showed an increase in the personal abilities of each prospective biology teacher student in planning learning according to the Kurikulum Merdeka format. Personal abilities can also be reflected in dressing, speaking, and behaving as a professional teacher. The results of the digital literacy assessment show that students have excellent abilities in utilizing digital technology for learning. The practice of microteaching has a significant influence on the personal abilities and digital literacy of prospective Biology teachers.

Assessment of students' science literacy skills using diagnostic items on the concept of energy with Rasch modeling

This study aims to describe the quality of diagnostic items of the concept of Energy developed based on Rasch modeling and describe students' science literacy skills on the concept of Energy. The research method used in this research is descriptive. Research data were collected through online and offline tests and analyzed using the Rasch model and diagnostic items. The results showed that (1) The science literacy test instrument made was valid with an excellent category and a reliability value of 0.97, meaning that the quality of the items in the instrument was very good. This instrument can be used to assess students' abilities at all levels of ability, from those with low to high abilities; (2) For Person reliability or the quality of students' answers, the reliability value is below 0.30, meaning that the consistency of answers from students is low; (3) The quality of item questions based on the Rasch model from the item measure statistics results that all items meet the MNSA outfit criteria and no negative PTMEA Corr occurs. That is, all items are non-deviant, appropriate, and valid. This is also confirmed based on the bubble chat, where there are no items that are overfit or underfit; (4) The Rasch model makes very thorough and good measurements to measure the difficulty level of items and person's ability; (5) Based on the measurement results, it was found that the science literacy ability of students at SMPN 1 Paleleh was divided into low ability as much as 1.6%, moderate 53.6%, high 43.8%, very high 0.82%.

The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

This study examines the effects of digital game-based and different educational programs on the phonological awareness skills of 60-72-month-old children. The study group of the research consists of 60-72-month-old children studying in kindergartens affiliated with primary schools. The study group was divided into three experimental groups and one control group. There were 22 children in experimental group 1, 16 in experimental group 2, 17 in experimental group 3, and 17 in the control group, totaling 72 children. In the study, a phonological awareness education program was applied to experimental group 1, a digital game-supported phonological awareness education program was applied to experimental group 2, a digital game-based phonological awareness education program was applied to experimental group 3, and no intervention was applied to the control group. A quasi-experimental design was used as the research model. The Study used the Early Literacy Skills Assessment Tool (ELSA) and the Early Literacy Test for Preschoolers (ELTKC) as data collection tools. A pre-test was administered to the study and control groups, and after the pre-test, educational programs were applied to the experimental groups for ten weeks. After the educational programs were implemented, a post-test was administered to the experimental and control groups, and a retention test was administered to the experimental groups. According to the results of the study, it was determined that there was a significant difference between the experimental groups and between the experimental groups and the control group.

Assessment of Digital Literacy Skills Among Physical and Health Education Students in Secondary Schools in Bayelsa State

This study assessed digital literacy skills among physical and health education students in secondary schools in Bayelsa State, Nigeria. A “descriptive survey design” was adopted for the study. To direct the study, two research questions were developed along with matching null hypotheses. All PHE students in the 192 secondary schools in Bayelsa state that are owned by the government make up the study population. The research sample consisted of 499 PHE students, 240 of whom were male and 249 of whom were female. The "Digital Literacy Skill Questionnaire (DLSQ)," a structured tool created by researcher and approved by specialists, was used to collect data. The Cronbach Alpha formula was used to determine the instrument's reliability, and a coefficient of 0.84 was found. Mean and standard deviation were used to answer the study questions, and t-test statistics were used to assess the hypotheses. The findings showed that Bayelsa State secondary school PHE students do not use their digital literacy skills to a high degree. It was suggested that PHE students be encouraged to develop their digital abilities by the school administration.

Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.

This study described the growth trajectories of 105 children (n = 55 boys) who had just started primary school in New Zealand (NZ). Children were assessed every fourth school week around 1.5 months after starting school, for five sessions on Dynamic Indicators of Basic Early Literacy Skills first sound fluency (FSF), AIMSweb letter sound fluency (LSF), and a newly created NZ word identification fluency (NZWIF-Y1), designed for alignment with beginning reading instruction in NZ. In addition to progress monitoring tasks, children were assessed at school entry and after progress monitoring on literacy-related criterion measures. All three progress monitoring measures were sensitive to growth over the children's first 6 months of school. Cross-sectional time-series analyses indicated that within-child increases in FSF and LSF were associated with increases in NZWIF-Y1, although FSF did not add unique variance when both FSF and LSF were entered as predictors. Furthermore, growth mixture modeling indicated three latent growth trajectories for each indicator (FSF, LSF, NZWIF-Y1, respectively): Class 1-high initial scores and strong growth over time (72.09%, 55.87%, 22.81%); Class 2-lower initial scores and moderate growth over time (19.18%, 29.12%, 54.30%); and Class 3-low initial scores and limited progress over time (8.73%, 15.00%, 22.89%). Criterion measures assessed prior and after progress monitoring were typically associated with latent class membership. Results suggest relative growth in performance on repeated assessment of early literacy and word reading skills in beginning reading instruction distinguishes groups of students with differential skill acquisition. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Ebeveyn Destekli Etkileşimli Kitap Okuma Programının Okul Öncesi Çocuklarının Erken Okuryazarlık Becerilerine Etkisinin İncelenmesi

This research was carried out to separately examine the effect of the program prepared through interactive book reading activities applied to pre-school children and the effect of parent involvement on early literacy skills within the process. The research was conducted with a quasi-experimental design, one of the quantitative research methods, with a pre-test and post-test control group. In the study, a total of three groups were studied, two of which were the test groups and one was the control group. Interactive book reading activities were applied to test group 1 by their parents for eight weeks. On the other hand, interactive book reading activities were applied to test group 2 by the researcher. Of the sampling methods, convenience sampling and random sampling methods were utilized. A total of 53 children and 19 parents of test group 1 were involved in the study. The data collection tools used in the research were; Early Literacy Skills Assessment Tool (ELSAT) developed by Karaman (2013) and Personal Information Form prepared by the researcher. When the findings of the research were examined, it was determined that there were statistically significant differences between the post-test scores of Test Group 1 to which interactive book reading activities were applied by the parents and the post-test scores of Test Group 2 to which interactive book reading activities were applied by the researcher when compared to the post-test scores of the Control Group. It was also noted that there were significant differences between the post-test scores of ELSAT and its sub-dimensions in the dual measurements performed between Test Group 1 and Test Group 2. It was only observed that there were no statistically significant differences in the “Comprehending the Story” and “Pre-Writing Skills” sub-dimensions between Test Group 1 and Test Group 2.

Assessment of Early Literacy Skills and Investigation of Intervention Tools

Erken okuryazarlık becerileri, okul öncesi dönemde çocuğun okuma- yazmaya yönelik sahip olması gereken önkoşul bilgi beceri ve tutumların tümü olarak tanımlanmaktadır. Başarılı okuma performansının temel yordayıcılarından biri olarak kabul edilen erken okuryazarlık becerileri, öncelikle standart araçlarla değerlendirme yapabilmek, bu becerilerde sınırlılığı olan ve okuma açısından risk grubunda olması olası olan çocukları belirleyebilmek ve ardından da etkili müdahaleler hazırlayabilmek için oldukça önemlidir. Bu çalışmada uluslararası alanda ve ülkemizde erken okuryazarlık becerilerini değerlendirmek amacıyla geliştirilen standart değerlendirme araçları ile Türkiye’ deki erken okuryazarlık becerilerini desteklemede kullanılan müdahale programlarının tanıtılması amaçlanmıştır. Bu araştırmanın, erken okuryazarlık becerilerinin değerlendirilmesinde kullanılan ölçme araçlarına ve müdahale programlarına yönelik güncel durumu ortaya koyması ve bu alanda çalışan öğretmen, uygulamacı ve araştırmacılara ışık tutması beklenmektedir.

Data from the Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): 2012–2016

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) was conducted in the United States in 2016 with young adults (age 19) who participated in PISA 2012 when they were in high school (age 15). PISA YAFS was designed to measure the relationship between performance on PISA 2012 and subsequent outcomes (education, employment, etc.) as well as skills. These skills were assessed in an online assessment of literacy, numeracy, and problem-solving skills called Education and Skills Online (ESO). ESO was developed to provide individual-level results linked to the Program for International Assessment of Adult Competencies (PIAAC).

Development of Assessment Instruments in Project-Based Learning to Measure Students Scientific Literacy and Creative Thinking Skills on Work and Energy Materials

This study aims to develop a project-based learning assessment instrument to measure scientific literacy and students creative thinking skills on work and energy material that is valid, reliable, and practical to use. The method used is Research and Development (R&D) using 7 development steps adapted from Borg & Gall (1989). The results of the expert validation of the scientific literacy skills assessment instrument and students creative thinking skills were declared valid with a very high category. In the results of the data test analysis, there were 20 questions on the scientific literacy ability instrument and 18 questions on the creative material of the thinking ability instrument which were declared valid. Meanwhile, in the practicality test, this assessment instrument obtained very high criteria. based on the results that have been obtained, the final product is a project-based learning assessment to measure students’ scientific literacy and creative thinking abilities in the developed business and energy material that meets the eligibility standards of the instrument, that is valid, reliable and practical.

Effectiveness of the Netherlands’ pyramid method in the Turkish context

The purpose of this study is to investigate the effectiveness of the Netherlands’ Pyramid method adapted to the Turkish Pre-School Education Program on language and early literacy skills of 5-year-old children. For this purpose, the Pyramid method is first adapted to the Turkish Preschool Education Program by authors after studying the method in the Netherlands for about two months. Then a study was conducted in a private preschool in Ankara, Turkey with a total of 44 children. We collected the data using the ‘Turkish version of Test of Early Language and Development’ and ‘Early Literacy Skills Assessment Tool’. Data was then analyzed using Wilcoxon Signed Rank and Kruskal Wallis-H Tests. Results of the study show that the Pyramid method adapted to the Turkish Pre-School Education Program has positive effects on 5-year-old children's language skills and phonological awareness, print awareness, story comprehension, visual matching, and pre-writing skills. These findings are in agreement with similar studies of the Pyramid Method in different countries.

Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority (BLM) children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: (1) the developmental patterns of oral and writing skills across primary school years; (2) the pattern of relationships (direct and mediated) between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status (SES) taken under control. In total, 141 primary school children from grades 2 to 5 in Central Italy (44% BLM, 56% monolinguals) aged between 7 and 11 years (M-age = 8.59, SD = 1.13; 41% girls, 59% boys) obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method (Welch test) analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence (i.e., text structure) than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers.

Reimagining Assessment of Literacy Skills for Adolescents With Intellectual Disabilities: A Tutorial for an Individualized Approach

Purpose: Reading and writing are foundational skills that provide access to educational, vocational, and social experiences. However, while the gap widens between the literacy skills of individuals with intellectual disability (ID) and those with typical development as they grow into adolescence, little is known about meeting the comprehensive literacy needs of adolescents with ID. This tutorial reimagines the assessment of literacy-specific skills for adolescents with ID as an individualized approach that will reveal a profile of strengths and challenges so they can receive targeted intervention. Method: Extant research investigating literacy achievement for individuals with ID is reviewed, followed by a discussion of emergent to conventional literacy skills and a conceptual framework within which to organize the skills. Then, an individualized assessment approach is presented that addresses considerations for the selection of complementary formal and informal measures and strategic analysis of the results. Results: A clinical case study depicting a literacy assessment of an adolescent diagnosed with ID is utilized to demonstrate the process for determining individual strengths and challenges in emergent and conventional literacy skills. Detailed discussion of assessment results and error analysis provide insight into her level of emergent and conventional reading and writing skills, which is then linked to intervention goal suggestions. Conclusion: Comprehensive individualized assessment batteries enable practitioners to align literacy interventions with each adolescent's needs in order to promote conventional reading and writing development.

A pilot study assessing listening comprehension and reading comprehension in children with down syndrome: Construct validity from a multi-method perspective.

Obtaining valid assessments of language and literacy skills in children with Down syndrome (DS) presents a challenge as there is a paucity of information about the psychometrics of measures that are commonly used to measure listening and reading comprehension in this population. Evaluating the construct validity of measures that employ different methods is essential to ascertain the optimal method of assessment in individuals with DS and with typical developmental histories (TD). This pilot study aimed to evaluate the construct validity of four parallel measures of listening and reading comprehension. Participants included 19 individuals with DS (M = 17 years, 3 months; SD = 3 years, 6 months) and 19 word-level reading-matched children with TD (M = 7 years, 2 months; SD = 7 months). Participants completed norm-referenced assessments for four parallel measures of listening and reading comprehension. The four measurement methods were: (1) non-verbal response, (2) cloze procedure, (3) passage-level with close-ended questions, and (4) passage-level with open-ended questions. Participants completed additional assessments (e.g., cognition, language, and speech) for descriptive purposes. Construct validity was assessed using the Multitrait-Multimethod Matrix, a correlation matrix arranged to facilitate the assessment and interpretation of construct validity of measures across various formats. For both study groups, we observed strong evidence of construct validity for three out of four measurement methods. Results using the multimethod perspective also indicated that the listening and reading comprehension constructs were not separable. The findings from this pilot study represent a first step toward determining optimal methods of listening and reading comprehension assessment for individuals with DS. Additionally, these results can inform outcome measure selection in future language and literacy research with children with DS.

An Online Program for Teacher Learning to Enhance Students' Media Literacy Skills

“An Online Program for Teacher Learning to Enhance Students' Media Literacy Skills” was a product of employing Research and Development (R&D) methodology. It consisted of the teachers' learning development project and the utilized the teachers’ learning outcomes for the student development project. The first project yielded six teachers’ learning handbooks, whereas the second project was composed of one action handbook that utilized the teachers’ learning outcomes to foster student development. The handbooks were evaluated in a school that represented the opportunity expansion schools under the Commission on Basic Education. In the experimental research model, which was designed with a one group pre-test/post-test, there was an experimental group of 12 teachers and 59 students. The results revealed that the invented online program had been effective and consistent with the study’s assumptions. The findings illustrated the following: 1) the post-experimental test for teachers had met the standard of 90/90, 2) the teachers’ post-test mean scores had been statistically significantly higher than before the experiment, and 3) after the experiment, the students’ mean score on media literacy skills assessment had been statistically significantly higher than before the experiment. In addition, the results verified that the created online program would be appropriate for the dissemination in the target opportunity expansion schools under the Office of the Basic Education Commission throughout the country.

Online Program to Enhance Teacher Learning to Develop Students' Information Literacy Skills

“Online Program to Enhance Teacher Learning to Develop Students' Information Literacy Skills” is an expected result from the implementation of Research and Development under the following concept: “It begins with teacher learning development. Teachers then incorporate the learning outcomes into student development.” Firstly, as a result of implementing the R1&D1 to R4&D4 process, six sets of Teacher Learning Manuals and one Teacher Workshop Manual for Implementing the Learning Outcomes in Student Development were created. Secondly, in the R5&D5 phase, the manuals were evaluated with 157 teachers and 2,613 students using a one-group pre-test/post-test experimental model in schools affiliated with the Office of the Basic Education Commission. The experimental results revealed that the teachers' scores on the post-experimental test had met the standard of 90/90, and that the mean scores had been statistically significantly higher than the pre-experimental test. Furthermore, the findings in implementing the teacher’s learning outcomes in student development illustrated that their post-experimental mean score in the Information Literacy Skills assessment had been statistically significantly higher than the pre-experimental score. Taken together, these findings confirmed that the developed online program had been proven to be effective according to the established research hypothesis. Moreover, the study results also demonstrated that the developed online program could be distributed to schools under the Office of the Basic Education Commission.

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers

There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.e., institutionally designated as underprepared), and (c) the implications of being below the thresholds on engaging in strategic processing during reading. College students were administered assessments of foundational literacy skills, text comprehension, and strategic processing of texts. The sample included students who were enrolled in developmental literacy programs and students who were not. Thresholds were found in the foundational skills associated with word-, sentence-, and discourse-level processing. Participants below these thresholds were represented disproportionately by students determined to be underprepared for college and assigned to developmental literacy programs. Finally, students falling below the thresholds demonstrated lower reading strategy scores than students above the threshold.

Comprehension processes on question-answering activities: A think-aloud study

Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacognitive operations (e.g., monitoring readers’ own comprehension or self-regulating reading behaviors) in order to successfully use textual information to meet the task demands. The aim of the study was to explore the meaning-making processes readers activate while answering questions and using textual information at hand, and how they monitor and control the processing of these tasks. Method. Forty eighth graders read two expository texts and answered ten multiple-choice comprehension questions per text. For each question, participants were forced to select the relevant pieces of textual information to provide the correct answer. Further, participants thought aloud in one of the texts, whereas they performed the task in silence in the other. This reading scenario served to collect valuable data on the reader’s question-answering process. The task was administered individually on a computer-based environment, which allowed recording the students’ reading behavior online. Results. Results showed processing differences between the two recursive steps of question-answering. While reading the question readers mainly restated information and focused on monitoring the comprehension of the questions and their correspondence with the alternatives. However, they tended to paraphrase and assess textual relevance when searching the text. The study also reveals that think-aloud methodology affected these processes and outcomes differently. Discussion and Conclusion. This study advances on our knowledge of cognitive and metacognitive processes involved in answering questions from an available text, a task extensively used to measure reading literacy skills as well as for learning purposes in academic settings. It shows how readers activate meaning-making processes while reading questions and searching the text for task-relevant information, and how they monitor the question-answering process. The study also reveals that think-aloud methodology may affect these processes differently. Apart from advancing our theoretical knowledge, our study also has important practical applications for the assessment of reading literacy skills.

Increased Self-Efficacy among Older Adults Aging-in-Place during COVID-19

Sarcopenic obesity increases risk for dysmobility and loss of independence, (Gandham et al., 2021). However, the national burden of sarcopenic obesity and the resultant impacts for older adults has yet to be described. Within a nationally representative sample from the National Health and Aging Trends Study (NHATS), 2066 community-dwelling older adults were obese, representing 12,136,374 individuals in the United States, or 31.8% of all community dwelling older adults. Based on the European Working Group definition, 18% of the obese older adults were sarcopenic. Sarcopenic obese older adults were more likely to have fallen in the last month and been hospitalized over the prior year. After adjusting for age and sex, sarcopenic obese older adults were 3.7 times more likely (95% CI 2.2-5.0) to have 2 or more comorbid conditions and frailty was 6.4 times more likely (95% CI 4.4-9.5) compared to nonsarcopenic obese older adults. Sarcopenic obese older adults were also more likely to have 1+ ADL disabilities (OR 3.7; 95% CI 2.5-5.4). Further, they were more likely to be socially isolated (OR 2.1; 95% CI 1.3-3.2) and report food insecurity (OR 1.5; 95% CI 0.8-2.9). These findings suggest older adults with obesity and sarcopenia have higher rates of geriatric vulnerabilities, which might indicate a need for caution when recommending weight loss alone as an intervention. A more comprehensive intervention may be necessary to address social and physiological risks. Future studies should examine whether early intervention in sarcopenic obese older adults can reduce chronic health risk and preserve independence.

Increased Self-Efficacy among Older Adults Aging-in-Place during COVID-19.

Self-efficacy is defined as a person's belief in their capacity to execute behaviors necessary to produce specific performance attainments. It also reflects confidence in the ability to exert control over motivation, behavior, and environment. During the COVID-19 pandemic, older adults were stressed with forced isolation, concerns over mortality, and finding alternate means of fulfilling their home-based needs. We sought to assess how COVID-19 pandemic affected the self-efficacy of a cohort of older adults aging-in-place. The LITCOG cohort is a group of community-dwelling older adults (65 years and older) who have had longitudinally assessment of cognition, health literacy, and functional skills over the past 15 years. As part of a larger study of the LITCOG cohort assessing decision making for aging-in-place, we assessed self-efficacy using validated PROMIS (Patient-Reported Outcomes Measurement Information System) measures with older adults prior to COVID-19 and during the COVID-19 pandemic. Survey results were obtained from 214 subjects (n=66 pre-COVID and n=148 during COVID). Nearly half of the sample (48.2%) had either marginal (25.5%) or low health literacy (22.7%). PROMIS General Self Efficacy was higher among those assessed during the COVID-19 pandemic (45.8 (7.7) pre-COVID vs 43.7 (8.0), p=0.07). PROMIS Self Efficacy for managing social interactions was higher during the COVID pandemic (45.0 (6.1) pre-COVID-19 vs. 48.7 (8.3) during COVID-19, p=0.02). During the stress and social isolation of the COVID-19 pandemic, older adults exhibited increased levels of self-efficacy. Ongoing longitudinal follow-up will determine how this self-efficacy evolves after the COVID-19 pandemic and impacts the ability to age-in-place.