Abstract
M.Ed. (Educational Psychology)
Over the last decade, many South African researchers have pointed out significant
delays in children’s achievement in mathematics. Early identification and intervention
can play a significant role in addressing learning delays and deficits. Among the
various benefits of early identification is the possibility of more accurately identifying
the level on the developmental trajectory at which a child is functioning and
developing more precisely targeted teaching and intervention programmes. Tests
are often useful in pinpointing where on the developmental trajectory a child is
functioning.
In this study, I examine the utility validity of the MARKO-D in identifying those
learners most in need of an instructional boost, given that they are non-native
speakers of English. Firstly, the typical developmental trajectory is elucidated using
the conceptual theory underpinning the MARKO-D. In order to ultimately respond to
the research question, the concept mathematical learning difficulties is defined. An
argument is made that there are no diagnostic tests meeting the psychometric
requirements to identify young children with mathematical learning difficulties. Lastly,
validity is critically discussed, with a specific emphasis on defining utility validity
within an item response framework.
The theoretical model of utility validity feeds into the research design, which in turn
feeds into the findings regarding utility validity of the MARKO-D. In the last chapter,
the conclusion is drawn that the MARKO-D has fair utility in the identification of
learners with mathematical learning difficulties. The implications of this finding for
test development and use in South Africa are expounded. The limitations of the
study and recommendations for further research are discussed.