Fontolan Stefania, Franceschini Sandro, Bortolozzo Marisa, Dui Linda Greta, Ferrante Simona, Termine Cristiano
Department of Medicine and Technological Innovation, University of Insubria, Via Guicciardini 9, Varese, 21100, Italy.
Department of Medicine and Surgery, University of Insubria, Via Guicciardini, 9, 21100, Varese, Italy.
Ital J Pediatr. 2025 Feb 11;51(1):40. doi: 10.1186/s13052-025-01881-4.
Early administration of reading, writing and math standardised tests allows us to assess the risk of developing a learning disorder and to plan a specific intervention. The ease of access to technological tools and past pandemic restrictions have led to the abandonment of face-to-face assessment in favour of teleassessment methods. Although these kinds of assessments sometimes seem comparable in the literature, their equivalence is not clearly defined. The first aim of our research was to test the comparability of the two modalities using a complete battery of neuropsychological tests. Second, we addressed whether the administration order could influence performance.
Using a within-subject sample design, we compared face-to-face and teleassessment performance in reading, writing and math tasks in 64 children attending first and second year of primary school.
Teleassessment scores were lower than face-to-face; math tests weighted on difference. Differences were mitigated by previous experience with face-to-face modality.
Although there was considerable overlap between the two administration methods, teleassessment could lead to overestimation of the risk for learning disorders.
早期进行阅读、写作和数学标准化测试能让我们评估出现学习障碍的风险，并规划具体的干预措施。获取技术工具的便利性以及过去的疫情限制导致放弃面对面评估，转而采用远程评估方法。尽管这类评估在文献中有时看似具有可比性，但其等效性并未得到明确界定。我们研究的首要目标是使用一整套神经心理学测试来检验这两种评估方式的可比性。其次，我们探讨了施测顺序是否会影响测试表现。
采用受试者内样本设计，我们比较了64名小学一、二年级儿童在阅读、写作和数学任务中的面对面评估和远程评估表现。
远程评估得分低于面对面评估；数学测试对差异有加权作用。先前有面对面评估方式的经验可减轻差异。
尽管两种评估方式之间存在相当大的重叠，但远程评估可能会导致对学习障碍风险的高估。
