Assessing kindergarteners’ mathematics problem solving: The development of a cognitive diagnostic test |
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| Institution: | 1. Department of Preschool Education, East China Normal University, Shanghai 200062, China;2. International Joint Laboratory of Behavior and Cognitive Science, School of Elementary Education, Zhengzhou Normal University, Zhengzhou 450044, China;3. School of Psychology, Jiangxi Normal University, Nanchang 330022, China;4. School of Psychology, Guizhou Normal University, Huaxi University Town, Guiyang 550025, China |
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| Abstract: | This study aimed to develop an instrument for assessing kindergarteners’ mathematics problem solving (MPS) by using cognitive diagnostic assessment (CDA). A total of 747 children were recruited to examine the psychometric properties of the cognitive diagnostic test. The results showed that the classification accuracy of 11 cognitive attributes ranged from .68 to .99, with the average being .84. Both the cognitive diagnostic test score and the average mastery probabilities of the 11 cognitive attributes had moderate correlations with the Applied Problem subtest and the Calculation subtest of the Woodcock–Johnson IV Tests of Achievement. Moreover, the correlation between the cognitive diagnostic test and the Applied Problems subtest was higher than that between the cognitive diagnostic test and the Calculation subtest. The results indicated that the formal cognitive diagnostic test was a reliable instrument for assessing kindergarteners’ MPS in the domain of number and operations. |
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| Keywords: | Mathematics problem solving Cognitive diagnostic assessment Mathematical knowledge and skills Semantic structure understanding Quantitative reasoning |
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