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Numeracy test item readability during transition from pre-school to school

Mousley, Judith A. 2009, Numeracy test item readability during transition from pre-school to school, in MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009, MERGA Inc., [Wellington, New Zealand], pp. 387-394.

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Title Numeracy test item readability during transition from pre-school to school
Author(s) Mousley, Judith A.
Conference name Mathematics Education Research Group of Australasia. Conference (32nd : 2009 : Wellington, New Zealand)
Conference location Wellington, New Zealand
Conference dates 5-9 Jul. 2009
Title of proceedings MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009
Editor(s) Hunter, Roberta
Bicknell, Brenda
Burgess, Tim
Publication date 2009
Conference series Mathematics Education Research Group of Australasia Conference
Start page 387
End page 394
Publisher MERGA Inc.
Place of publication [Wellington, New Zealand]
Summary A key test used in Australia to assess the mathematical knowledge of young children uses illustrations of objects such as coins and three-dimensional shapes. This study explored the effects of giving 104 kindergarten children, aged 4-5 years, the questions with either moveable objects or illustrations. It
was found that children who were categorized by their teachers as having “higher levels of numeracy” scored well on test questions using either illustrations or objects, while children who were categorized as having “lower levels of numeracy” scored higher with objects than with illustrations. This result could have implications for consideration of test item readability in relation to graphicacy.
ISBN 9781920846220
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2009, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30029807

Document type: Conference Paper
Collections: School of Education
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