Digital assessment of early number sense - The design and validation of an assessment tool
Doctoral thesis
Permanent lenke
https://hdl.handle.net/11250/3114467Utgivelsesdato
2024Metadata
Vis full innførselSamlinger
- Institutt for lærerutdanning [3403]
Sammendrag
Children enter school with several valuable mathematical experiences, but many teachers lack the methods to formatively assess young children’s mathematical knowledge. Consequently, children may not be met with sufficient challenges to facilitate their further mathematical development. Moreover, current assessment tools used for the youngest children are either too time-demanding to carry out, lack focus on specific mathematical domains or do not consider various aspects of assessment validity. In this PhD thesis, I investigate how technology can enhance the formative assessment of children’s early number sense by developing a digital assessment tool—early number sense assessment (ENSA)—focusing specifically on early number sense and assessment validity. The development and further investigation of ENSA in use reveals that technology can supplement the assessment of number sense in a time-efficient way without being dependent on reading and writing skills or the competence of the individual instructor. ENSA also describes previously unknown aspects of Norwegian children’s early mathematical knowledge. Furthermore, the thesis shows how interactive items have the potential to describe more of the process, leading to an answer to mathematical problems while displaying evidence of assessment validity. Additionally, the use of technology brings some specific design elements that can affect children’s results and strategies when finding answers to mathematical problems. Finally, teachers’ interpretations of children’s assessment results situated in a wider social practice are limited and shaped by external factors that ultimately affect the formative value of assessments for teachers.
Består av
Paper 1: Saksvik-Raanes, Gunnhild; Solstad, Trygve (2021). Developing a formative, teacher-oriented, digital tool to assess number sense in school starters. In G. A Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, J. Radišić, J. Ö. Sigurjónsson, O. Viirman, & A. Wernberg (Eds.), Bringing Nordic mathematics education into the future Proceedings of Norma 20 The ninth Nordic Conference on Mathematics Education (pp. 212–219). Swedish Society for Research in Mathematics Education.Paper 2: Saksvik Raanes, Gunnhild; Solstad, Trygve (2022). Factors that influence the difficulty level of digital arithmetic assessment items for first-grade students. In Hodgen, J., Geraniou, E., Bolondi, G., & Ferretti, F. (2022). Proceedings of the twelfth congress of the European society for research in mathematics education (CERME12).
Paper 3: Saksvik Raanes, G., Solstad, T., & Grimeland, Y. (2023). Et innblikk i barns tallforståelse på slutten av barnehageårene gjennom digitale oppgaver [A survey of five year old children’s number sense in early childhood education using digital]. Nordisk Barnehageforskning, 20(2), 5–28. This is an Open Access article distributed under the terms of the Creative Commons Attribution CC BY.
Paper 4: Saksvik Raanes, Gunnhild; Solstad, Trygve. Validity evidence for the formative assessment of early number sense with digital tools and interactive. This paper is submitted for publication and is therefore not included.
Paper 5: Saksvik Raanes, Gunnhild; Hodgen, Jeremy. Factors influencing teachers’ interpretations of assessment results. This paper will be submitted for publication and is therefore not included.