Assessing Preschoolers’ Emotional Competence
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Abstract
This research aims were to construct and verify quality of emotional competence assessment forms for preschoolers. The samples were 20 purposively selected preschoolers who were studying in schools under Bangkok Primary Educational Service Area Office during the second semester of academic year 2020. Research instruments were two sets of emotional competence assessment forms for preschoolers, namely, emotional understanding assessment forms, and emotional observation forms. Research data were analyzed using the frequency, difficulty index, discrimination index, content validity index, and intra-class correlation. The results of the study were that 2 sets of emotional competence assessment forms for preschoolers were obtained comprising (1) three emotional understanding assessment forms on the elements of knowledge concerning the use of appropriate vocabulary to express emotion, and the recognition of the changing emotional states of the others in social facilitating behaviors, which were of both the short answers and multiple choice forms. The three emotional understanding assessment forms had the content validity index ranging from 0.60 -1.00, difficulty index ranging from 0.30 – 0.80, discrimination index ranging from 0.22 – 0.66, and reliability coefficients of 0.77, 0.76. and 0.78, respectively; and (2) the emotional observation forms for preschoolers on the elements of expressed emotion control, and emotional management, both of which were of the checklist form; their content validity indices ranged from 0.60 – 1.00; and the reliability coefficient in terms of correlation between evaluators being 0.92 for the element of expressed emotion control, and 0.96 for the element of emotional management.
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