Psychometric Properties of Measures to Assess Pre-School Children's Literacy and Mathematics Developmental Skills
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| Title: | Psychometric Properties of Measures to Assess Pre-School Children's Literacy and Mathematics Developmental Skills |
|---|---|
| Language: | English |
| Authors: | Chuang Wang (ORCID |
| Source: | European Journal of Education. 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Psychometrics, Evaluation Methods, Student Evaluation, Preschool Children, Literacy, Mathematics Skills, Skill Development, Item Response Theory, Measures (Individuals), Child Development |
| DOI: | 10.1111/ejed.70581 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | This study examined the psychometric properties of two new assessment measures, which consist of developmental progressions of pre-school children in literacy skills and mathematics skills respectively. Researchers gathered data to measure the extent of children's engagement with an educational gaming system and the skill levels they attained within the system. Additionally, teachers rated the children's developmental status using rating scales focused on literacy and mathematics skills. Rasch analysis was employed to examine the unidimensionality, item difficulty, reliability, and rating scale category effectiveness of the items. The initial reliability and validity statistics offer evidence that supports the usefulness of the information the measures can provide as a source of indicators of child developmental status from the perspective of teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507233 |
| Database: | ERIC |
| Abstract: | This study examined the psychometric properties of two new assessment measures, which consist of developmental progressions of pre-school children in literacy skills and mathematics skills respectively. Researchers gathered data to measure the extent of children's engagement with an educational gaming system and the skill levels they attained within the system. Additionally, teachers rated the children's developmental status using rating scales focused on literacy and mathematics skills. Rasch analysis was employed to examine the unidimensionality, item difficulty, reliability, and rating scale category effectiveness of the items. The initial reliability and validity statistics offer evidence that supports the usefulness of the information the measures can provide as a source of indicators of child developmental status from the perspective of teachers. |
|---|---|
| ISSN: | 0141-8211 1465-3435 |
| DOI: | 10.1111/ejed.70581 |
