Development and Preliminary Psychometric Evaluation of a Tamil Learning Battery for Primary School Students (Grades I–V)

Abstract

The identification of Learning problems requires culturally and linguistically appropriate assessment tools, particularly in multilingual educational contexts such as India. The present study reports the development and psychometric pilot evaluation of a Tamil-specific learning assessment battery designed for primary school students (Classes I–V). A pilot sample of 37 Tamil-medium students was assessed across five academic domains: Reading, Comprehension, Writing, Spelling, and Arithmetic. Descriptive statistics and domain-level difficulty indices were computed within a Classical Test Theory framework to examine developmental sensitivity and item functioning. Results indicated progressive grade-wise improvement in Reading, Writing, and Spelling, supporting developmental validity. Comprehension and Arithmetic domains demonstrated ceiling tendencies in upper grades, suggesting the need for increased item complexity. Estimated difficulty indices ranged from moderate to easy across domains. Findings provide preliminary support for content adequacy and developmental alignment of the battery. Implications for large-scale standardization and psychometric validation within the Indian context are discussed.