Psychometric Validation of an Early Childhood Social-Emotional Development Assessment Instrument: Evidence for Fair and Reliable Educational Evaluation

Abstract

This study aimed to validate an instrument for assessing early childhood social-emotional development using a comprehensive psychometric approach. The instrument was tested through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), the generalized partial credit model (GPCM), and differential item functioning (DIF). The results showed strong construct validity, high internal consistency, and good item discrimination with appropriate difficulty levels. DIF analysis indicated no significant gender bias, confirming measurement fairness across boys and girls. The validated instrument provides teachers with a systematic and evidence-based tool for identifying developmental needs, planning interventions, and improving classroom-based assessment practices in early childhood education.

Keywords

Psychometric validation early childhood education social-Emotional development educational assessment

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