This factor again depends on the intended purpose because the test can produce a very detailed score for each domain or a more general score. The best normative sample is one that is a good representation of the population based on the national census data in terms of ethnicity, socioeconomic status, education, and occupation groups. Norms are created against which a child can be compared. To illustrate this point, the Child Developmental Inventory simply asks for a yes/no response to activities such as ' a ball while standing' or ' in longer sentences to express complete thoughts-at least six words long.' If the practitioner wishes for these activities to be quantified further, he should seek questionnaires with a graded response, such as those using the Likert scale. The format can simply designate whether the child performs certain activities. The format of the questionnaire is closely tied with its purpose depending on the amount of detail the tester wishes to extract from the test. The purposes might include screening, quantifying, or diagnosing developmental delay, all of which will favor different instruments. The practitioner must assert what the intended purpose of the questionnaire will be.

Additionally, the purpose of the screening test, its response format, standardization, scoring, and the time it takes to complete it should be taken into account : Three important test characteristics (accuracy, validity, and reliability) when choosing a screening instrument have already been discussed in detail. The Standards for Educational and Psychological Testing, along with the literature for psychometric practice, offer guidelines for selecting screening instruments. Types of Developmental Screening InstrumentsĪssessment measures are not regulated by scholarly societies or governmental agencies thus, the examiner should be aware of the test's particular characteristics.

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