Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool-Reference-Cited by-同舟云学术

Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool

Published:2023-07-17 Issue:7 Volume:11 Page:143
ISSN:2079-3200
Container-title:Journal of Intelligence
language:en
Short-container-title:J. Intell.

Author:

Tan Mei¹,Kilani Hechmi²^ORCID,Markov Ilia²^ORCID,Hein Sascha³,Grigorenko Elena L.²⁴^ORCID

Affiliation:

1. HIV Center for Clinical and Behavioral Studies, Columbia University, 722 West 168th Street, New York, NY 10032, USA

2. Texas Institute of Measurement, Evaluation and Statistics, University of Houston, 4349 Martin Luther King Boulevard, Houston, TX 77204, USA

3. Department of Education and Psychology, Free University of Berlin, Fabeckstraße 35, 14195 Berlin, Germany

4. Center for Cognitive Sciences, Sirius University of Science and Technology, 354340 Sochi, Russia

Abstract

In this article, we propose that basic cognitive skills may be fostered and assessed in early childhood educational (pre-K) settings using a technology-based approach to assessment. BELLA (Bilingual English Language Learner Assessment), designed for use with both monolingual (English or Spanish speaking) and bilingual (English and Spanish speaking) children, is designed to attend to cognitive skill development in addition to (pre-)academic knowledge. Specifically, BELLA assesses analytical, creative, and practical thinking in 3–5-year-old children through unique item content and delivery. BELLA is among the first tablet-based pre-K assessments designed to assess cognitive skills needed for the era of the Anthropocene.

Funder

Institute of Education Sciences, U.S. Department of Education

Publisher

MDPI AG

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.mdpi.com/2079-3200/11/7/143/pdf

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