Length, area, volume, and angle and turn measurement in early childhood: validating the early measurement assessment tool

ABSTRACTThis study aimed to investigate 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. For this purpose, an Early Measurement Assessment Tool (EMAT) was developed for Turkish-speaking children and validated with the multi-dimensional item response theory (MIRT). The EMAT was developed based on Learning Trajectories (LTs). Psychometric properties of the EMAT were reported. The MIRT analysis indicated that the best-fitting model was the one-dimensional two-parameter logistic model (1D2PL) considering the M2 statistics and fit indices. The study revealed that the EMAT was a psychometrically valid and reliable instrument to assess 48–96 months old children’s length, area, volume, and angle and turn measurement abilities. Therefore, it could be useful to identify and support low-performing children in early childhood. In addition, the study extended prior finding that LTs are a good framework for assessment development.KEYWORDS: learning trajectoriesmeasurementearly childhood mathematiclengthareavolume AcknowledgementsThis study was part of the first author’s dissertation. We wish to thank committee members Yaşare Aktaş Arnas and Kamuran Tarım for the advice they provided throughout the study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 P represents the probability of the response; U is the score on the test item for a particular person. θ is the single parameter that describes the characteristics of the person; ai is the parameter related to the maximum slope of the item characteristic curve; di is the intercept term which is scalar; e is the base of natural logarithms.