Evaluation of an early science and mathematics standard instrument: task development, scoring set and psychometric issues

M. R. Nor Mashitah, Md Nor Mariani, Masnan Abdul Halim, Masran Md. Nasir,

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Type :	article
Subject :	BF Psychology
ISSN :	1936-6612
Main Author :	M. R. Nor Mashitah, Md Nor Mariani, Masnan Abdul Halim, Masran Md. Nasir,
Title :	Evaluation of an early science and mathematics standard instrument: task development, scoring set and psychometric issues

Place of Production :	-
Year of Publication :	2017

Full Text :

The purpose of this study is to evaluate an instrument that could assess Early Science and Mathematics Standard in the domain of science and technology. Children’s measurement standard in early years include the performance in thinking skills. The design is a combination of the theoretical framework representing Early Sciences and Mathematics Standard and Zone of Proximal Development (ZPD). We developed a performance assessment standard and scoring set (rubric) for measuring children’s responses. Participants in this study were 30 children of 2-year old and 30 children who were 3 years old. These children were from several child-care centres. 21 items on scientific attitude, scientific skills, investigate the nature of life, pre-number experience, concepts of number, shapes and space, and construction were assessed. Mathematical models such as the Rasch model have provided useful representations of social science problems where it coordinates data with the requirements of a useful definition of measurement. Many-facet? Rasch Measurement (MFRM) is an extended version of the Rasch Model techniques which is combined with children’s measurement standards to examine the validity and reliability of scores for the performance rating scale. Additionally, an infit statistic (.76) for 2 years and (1.46) for 3 years for higher responses support the validity of scores. For reliability, the person reliability is good at .99, rater reliability is at .97, domain reliability is good at 1.00 and the item reliability is at .96 for overall scoring measure. The study provides educators and researchers with a useful tool to facilitate measurement in early childhood years. The findings suggest the instrument is valid and reliable.

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