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Developing formal mathematical assessment for 4-to-8-year-olds

Doig, Brian 2005, Developing formal mathematical assessment for 4-to-8-year-olds, Mathematics education research journal, vol. 16, no. 3, pp. 100-119.

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Title Developing formal mathematical assessment for 4-to-8-year-olds
Author(s) Doig, Brian
Journal name Mathematics education research journal
Volume number 16
Issue number 3
Start page 100
End page 119
Publisher Mathematics Education Research Group of Australasia
Place of publication Sydney, N.S.W.
Publication date 2005-01
ISSN 1033-2170
2211-050X
Keyword(s) mathematics education
Summary The assessment of children in their years before school and their first years of school has been, traditionally, informal. Further, assessment of children's mathematical skills at this level has been infrequent compared to social, emotional and physical assessments. However, there are contexts where reliable, valid, standardised data from assessment in mathematics are required. This paper outlines the development of two assessment tools for mathematics that were originally developed for such contexts. Item Response Theory (IRT) analyses enabled the construction of assessment forms that address the range of abilities of 4- to 8-year-old children, and provided the scales used for constructing formative and summative reports of achievement. A description of the development of the assessment tools and the IRT analysis that provides the reporting formats are presented together with some research uses of the tools.
Language eng
Field of Research 130303 Education Assessment and Evaluation
200101 Communication Studies
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003418

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.