ABSTRACT This study examined the psychometric properties of two new assessment measures, which consist of developmental progressions of pre‐school children in literacy skills and mathematics skills respectively. Researchers gathered data to measure the extent of children's engagement with an educational gaming system and the skill levels they attained within the system. Additionally, teachers rated the children's developmental status using rating scales focused on literacy and mathematics skills. Rasch analysis was employed to examine the unidimensionality, item difficulty, reliability, and rating scale category effectiveness of the items. The initial reliability and validity statistics offer evidence that supports the usefulness of the information the measures can provide as a source of indicators of child developmental status from the perspective of teachers.
Wang et al. (2026) studied this question.