Browsing by Subject "ryhmien erotteluvaliditeetti"

The core numerical skills consist of four major factors: symbolic and non-symbolic number sense, counting skills, basic skills in arithmetic and understanding mathematical relations. According to the previous studies, the teachers’ and breeders’ assessments are quite consistence with the children’s mathematical skills that has been tested. The aim of this Master’s Thesis is to analyze the reliability of the educators’ assessment form and find out whether there is concurrent validity between educators’ assessment form and the Early Numeracy Test. In addition concurrent validity was examined of the different subscales of the educators ́ assessment form between different subscales of the Early Numeracy Test. Furthermore, the aim was also to find out the effect of children’s gender and age on to the educators’ assessment about of children’s early numeracy (known group validity). The sample of this study was educators (N = 56) and children aged 3–5 years (322) from 16 kindergartens in Helsinki. The data consist of educators’ assessments (N = 289) of children`s early numeracy which was collected between May and June 2020. Furthermore, the results of Early Numeracy Test (N = 322) collected from the same children, was used. In the data analysis concurrent validity was examined by calculating correlation, internal consistency and known group validity by the independent sample t-test and one-way analysis of variance (ANOVA). All the data was analyzed using statistical methods in the IBM SPSS Statistics 25 -program. The item consistency of the educators’ assessment form was excellent. The correlation analysis found a clear link between the educators’ assessment form and the Early Numeracy Test as well as the examina- tion of the different subscales of both assessments. In the examination of known group validity there was not found difference between gender, but the difference between age groups were localized between 3–4 years and 3–5 years. The results are in line with previous studies although the differences between girls and boys in the teacher’s estimates have appeared earlier.