Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers

Vlassis, Joëlle; Baye, Ariane; Auquière, Amélie; Chambrier, Anne-Françoise de; Dierendonck, Christophe; Giauque, Nadine; Kerger, Sylvie; Luxembourger, Christophe; Poncelet, Débora; Tinnes-Vigne, Mélanie; Tazouti, Youssef; Fagnant, Annick

doi:10.1080/09669760.2022.2138740

Cited by 4 publications

(1 citation statement)

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“…As quoted by Fisher (1997), "The conventional focus on content validity has misled us about what is important in educational measurement". Arithmetic skills that involve basic operations of addition, subtraction, multiplication, and division are the foundation for advanced mathematical concepts (Björklund, 2021;Hong Kong Education Bureau, 2000, 2018Parviainen, 2019;Sievert et al, 2021;Vlassis et al, 2022) such as algebra and geometry (Vlassis et al, 2022). It helps students develop logical thinking and problem-solving abilities (Björklund, 2021).…”

Section: Introductionmentioning

confidence: 99%

Classroom assessment that tailor instruction and direct learning: A validation study

Chan

ZHANG

Oon

2023

International Journal of Assessment Tools in Education

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We report the validity of a test instrument that assesses the arithmetic ability of primary students by (a) describing the theoretical model of arithmetic ability assessment using Wilson’s (2004) four building blocks of constructing measures and (b) providing empirical evidence for the validation study. The instrument consists of 21 multiple-choice questions that hierarchically evaluate arithmetic intended learning outcomes (ILOs) on arithmetic ability, hierarchically, based on Bloom’s cognitive taxonomy for 138 primary three grade students. The theoretical model describes students’ arithmetic ability on three distinct levels: solid, developing, and basic. At each level, the model describes the characteristics of the tasks that the students can answer correctly. The analysis shows that the difficulty of the items followed the expected order in the theoretical construct map, where the difficulty of each designed item aligned with the cognitive level of the student, the item difficulty distribution aligned with the structure of the person construct map, and word problems required higher cognitive abilities than the calculation problems did. The findings, however, pointed out that more difficult items can be added to better differentiate students with different ability levels, and an item should be revised to enhance the reliability and validity of the research. We conclude that the conceptualizations of such formative assessments provide meaningful information for teachers to support learning and tailoring instruction.

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