Assessment Constructs
How the milestones and skills in our ontology are measured by external instruments. Developmental and curriculum constructs are shown separately — they draw on different evidence sources and serve different purposes.
Developmental Assessment Constructs
These constructs are developmental milestones — observable behaviours that emerge as children grow. Each row is a milestone; each column is a normative study or clinical instrument that assesses it. A dot means that instrument measures that construct — colour intensity reflects our mapping confidence.
34 constructs · 5 instruments · click any construct to see how each instrument approaches it.
Bead Stringing
Block Stacking
Climbing and Vertical Movement
Controlled Head Lowering in Prone
Crawling Position
Emotional Self-Regulation
Facial and Body Gesture Imitation
Fine Motor Precision and Control
First-Person Pronoun Use
Impulse Control and Inhibition
Independence and Self-Help Skills
Independent Cup Drinking
Independent Page Turning
Independent Walking
Initiates joint attention toward objects or events
Joint Attention
Joint Attention
Kicking in Non-Dynamic Practice Tasks
Letter Formation and Handwriting
Light Switch Operation
Locomotor Skills
Name Recognition and Response
Object Alignment Imitation
Object Permanence with Search
Scientific Inquiry and Investigation
Scribbling Through Imitation
Seeks physical proximity to primary caregiver
Seven Body Part Identification
Smiles responsively at caregiver's face and voice
Sustains mutual gaze with caregiver
Uses Scissors with Control
Using Eating Utensils
Walks Upstairs Alternating Feet
Wheeled Toy Navigation
Curriculum Assessment Constructs
These constructs are curriculum skills and areas of knowledge — what children are expected to learn according to national educational standards. Each row is a skill or knowledge item; each column is a curriculum framework or assessment instrument that covers it.
29 constructs · 1 instruments · click any construct to see how each framework approaches it.
Climbing and Vertical Movement
Common Exception Words
Conversational and Discourse Skills
Cooperative Play and Collaboration
Count to 20
Decoding and Word Reading
Encoding Words (Moveable Alphabet)
Friendship Building and Maintenance
Gain, Maintain and Monitor Interest of Listeners
Historical Understanding and Temporal Awareness
Independence and Self-Help Skills
Independent Toileting
Letter Formation and Handwriting
Letter-Sound Correspondence
Locomotor Skills
Narrative Creation and Storytelling
Natural World Observation and Description
Number Bonds and Fact Fluency
Number Sense and Quantity Recognition
Nutritious Food Choices and Eating Habits
Past Tense Production
Phonological Awareness
Quantity Comparison
Scientific Inquiry and Investigation
Skipping with Alternating Feet
Tool Use and Manipulation
Turn-Taking and Sharing
Understanding Community Roles and Relationships
Uses Scissors with Control
How to read this
- Empty cells are signal. A construct no instrument measures at this age is a gap in current standardised assessment.
- Each construct page shows how each instrument approaches measurement — parent report, clinician observation, teacher rating — and at what age range.
- Confidence values describe the reliability of our mapping, not the instrument itself.
- Developmental constructs are measured by normative studies and clinical instruments. Curriculum constructs are measured by national frameworks and curriculum profiles.