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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MERGA 32 : Crossing divides : mathematics education research group of Australasia : Proceedings of the Mathematics Education Research Group of Australasia Conference 2009
Hunter, Roberta Bicknell, Brenda Burgess, Tim
Mathematics Education Research Group of Australasia Conference
Place of publication
[Wellington, New Zealand]
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.
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy
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