Maley, Claire R. (2006) Applying the Rasch Model to examine the role cognitive development as an indicator of school readiness. In: Presentations from PROMS 2006: Pacific Rim Objective Measurement Symposium. From: PROMS 2006: Pacific Rim Objective Measurement Symposium, 25-29 June 2006, Hong Kong, China.

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Abstract

For over 30 years, contention has surrounded the issue of preschool children's school readiness; specifically, what stands to indicate accurately a child's readiness for success in year one formal learning experiences. A Piagetian view is that the presence and use of particular operatory structures indicative of the concrete operational stage of cognitive development are necessary for a child to achieve successful learning outcomes in a new formal education environment. In any case, the non-standardised skills-based checklists utilised by many preschool teachers to infer children's levels of readiness for year one stand as ineffectual as the debate regarding children's school readiness persists.

Forty-two preschool children were administered a Piagetian conservation of number task derived directly from the 1941/1952 work of Piaget and Szeminska The child's conception of number using the Genevan méthode clinique. All of these participants were also routinely assessed by the preschool's Key Indicators of Readiness for Year One (KIRYO) Checklist and, in addition, judged qualitatively on their preschool and early year one performance by their respective teachers. Children's performances on each of the above-mentioned items were quantitatively scored according to a table of detailed performance criteria derived explicitly from each item's source. Analysis using the Partial Credit Rasch Model indicated that the conservation task was a more appropriate indicator of preschool children's readiness for success in year one than that of the KIRYO Checklist. The implications for professional discussion and decision-making, as well as insights for teachers of early childhood sectors are canvassed.

Item ID:	40878
Item Type:	Conference Item (Presentation)
Date Deposited:	19 Nov 2015 00:11
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 50% 13 EDUCATION > 1301 Education Systems > 130102 Early Childhood Education (excl Maori) @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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