Assessing the Psychometric Properties of a Teacher-Administered Screening Scale for Kindergarten Development (TASSKD) in Amman, Jordan

Objective: This study aimed to assess the reliability and validity of the Teacher-Administered Screening Scale for Kindergarten Development (TASSKD) in Amman, designed to evaluate kindergarten children's emotional, social, mental and cognitive, motor, and linguistic aspects. Theoretical Framework: A notable shortage of comprehensive psychological measures for evaluating various developmental aspects in preschool children was identified upon examining the literature on teacher-administered assessment tools for children's development. Method: The scale, comprised of 49 items rated on a two-point scale, was examined for its psychometric properties. A purposeful pilot sample of 39 female teachers was utilized to determine the item-total correlation of the scale. Meanwhile, a convenience sample of 299 female teachers from various kindergarten stages in Amman was utilized to evaluate the scale's psychometric properties. Administered the TASKS to study participants and analyze data using SPSS. Results and Discussion: The findings demonstrated that the TASKS exhibited high levels of reliability and validity, as evidenced by significant internal reliability coefficients and statistically significant validity coefficients. Moreover, factor analysis showed that 58.85% of the scale's variance was accounted for by four core factors, all of which had high loading coefficients. Consequently, it is recommended that the TASSKD be used in future research and investigations. Research Implications: This gap highlights the necessity for creating a psychological scale with suitable psychometric properties to assess different developmental aspects in kindergarten children in Amman. The objective of the current study is to evaluate the psychometric properties of the Teacher-Administered Screening Scale for Kindergarten Development (TASSKD) for children in Amman. Originality/Value: The study will contribute to the existing literature on assessment tools for kindergarten children's development by providing a comprehensive and standardized tool to simultaneously measure all major aspects of development.