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Comprehensive review of assessments of early childhood mathematics competencies

Year of Publication: 
2017
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Mathematics-specific instruments focusing on the preschool through second grade age range were identified from comprehensive reviews of the literature and recommendations from a survey of experts in the field, resulting in extensive coding of 16 mathematics assessments. Data were collected on these assessments in a variety of categories, including: author(s), purpose/goals, grade/age, number of items, content areas covered, languages, time of administration, platform, administration format, training requirements, and psychometric information.
 

Our findings indicate that there are instruments that meet criteria for different purposes, but they different substantially in their logistical and content-coverage characteristics, so they should be considered and compared carefully before being selected to meet specific goals within the domains of policy, practice, and research. More specifically, we found that most widely-used instruments are useful for certain purposes, but are limited in terms of the content areas covered and the ability to capture children’s level of thinking. These findings, and the detailed content coding made available in this work, provide a far more comprehensive tool for the selection of instruments than has previously been available.
 

Note: This is a brief summary of a much more extensive report to be submitted for publication. Please contact Douglas.Clements@du.edu to be informed of the release of the complete report.

 

APA Citation: 

Clements, D. H., Sarama, J., Day-Hess, C., Germeroth, C., Ganzar, J., Pugia, A., & Barker, J. (2017). Comprehensive review of assessments of early childhood mathematics competencies. Unpublished manuscript.

Topic: 
Mathematics Assessment