ERIC Number: EJ721809
Record Type: Journal
Publication Date: 2005-Dec
Reference Count: 20
How Useful are Computerised Screening Systems for Predicting Subsequent Learning Difficulties in Young Children? An Exploration of the Strengths and Weaknesses of the Cognitive Profiling System (CoPS 1)
Marks, Anna; Burden, Bob
Educational Psychology in Practice, v21 n4 p327-342 Dec 2005
The Cognitive Profiling System (CoPS 1) is a psychometric assessment/screening system presented in the form of computer games to children in their early school years in order to predict the probability of later learning difficulties of both a general and specific nature (Singleton, Horne, & Thomas, 1999). Although some evidence is available as to the predictive validity of the resulting cognitive profile, as yet few independent studies have been carried out to investigate the systems strengths and weaknesses. The present study describes a small-scale longitude investigation of how well scores on the CoPS 1 of 66 children in two urban primary schools in the west of England predicted their success or failure on the Key Stage 1 Standard Assessment Tasks (SATs) in literacy and mathematics. Significant correlations were found between the two measures, but these differed markedly from those found in previous research. In-depth case studies were subsequently carried out on five children selected from this cohort at Year 4, when they were 9 years old. Despite providing some valuable information, the results raised questions about the predictive validity of CoPS 1 when applied to specific individual children. Caution is therefore urged in the application of such computerised techniques as "stand alone" predictors of learning difficulties.
Descriptors: Foreign Countries, Psychometrics, Predictive Validity, Student Evaluation, Young Children, Screening Tests, Computers, Learning Problems, Games, Scores, Urban Schools, Elementary School Students, Academic Achievement, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Stanford Achievement Tests