Exploring the reliability, validity, and dimensionality of the ‘Kieler kindergarten test for mathematics'
Journal article › Research › Peer reviewed
Publication data
| By | Anne van Hoogmoed, Ann-Katrin van den Ham, Anne-Katrin Jordan, Christoph Duchhardt, Evelyn Kroesbergen, Aiso Heinze |
| Original language | English |
| Published in | Pedagogische Studiën, 99(4) |
| Pages | 304-324 |
| Editor (Publisher) | Netherlands Educational Research Association (VOR) |
| ISSN | 0165-0645 |
| DOI/Link | https://testplatform.openjournals.nl/pedagogischestudien/article/view/13741 |
| Publication status | Published – 2022 |
Mathematical literacy consists of several content areas. However, in kindergarten, most assessments focus solely on the number area. It is yet unknown whether the content areas of mathematical literacy can already be distinguished in young children. The Kieler Kindergartentest for Mathematics (KiKi) is a German instrument that is developed to measure performance in five content areas of mathematics in kindergarten (4;0 – 6;6 years of age). The KiKi was translated into Dutch and administered in 244 children. IRT analyses were adopted to examine reliability and validity evidence for the instrument and to
examine the dimensionality of mathematics in Dutch kindergarten. The reliability as well as convergent and discriminant validity evidence were generally good. A three-dimensional model with the dimensions number (including measurement and change and relationships), space and shape, and data and chance showed the best fit. This indicates that some but not all content areas can be distinguished in kindergarten. Implications for theory and educational practice are discussed.
