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

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journal contribution
posted on 2005-01-01, 00:00 authored by Brian Doig
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.

History

Journal

Mathematics education research journal

Volume

16

Pagination

100 - 119

Location

Sydney, N.S.W.

Open access

  • Yes

ISSN

1033-2170

eISSN

2211-050X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2005, MERGA

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