Abstract
The purpose of the present research is to develop a visual-spatial ability test (VSAT) for primary school children. Visual-spatial abilities allow processing of information about an object in terms of shape, colour, texture, perspective, and rotation. The visual-spatial test includes items-tasks for the participants to process information about texture, colour, shape and perspective. A total of 196 primary school children participated in the research. The data were analysed through Rasch analysis and item-response theory. Findings proved that VSAT yields reliable and valid results for assessing the visual-spatial ability of primary school children.
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There is no availability of data and material.
Abbreviations
- VSAT:
-
Visual-spatial ability test
- ANOVA:
-
Analysis of variance
- SD:
-
Standard deviation
- Infit MNSQ:
-
Infit mean square
- Outfit MNSQ:
-
Outfit mean square
- PCA:
-
Principal component analysis
- PTMC:
-
Point measurement correlation
- RMSE:
-
Root mean square error
- EC:
-
Expected correlation
- SI:
-
Separation index
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Appendices
Appendix 1: Target Question 1
Appendix 2: Target Question 2
Appendix 3: Target Question 3
Appendix 4: Target Question 4
Appendix 5: Target Question 5
Appendix 6: Instructions on applying VSAT
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1.
Before launching the test, a sample response is displayed in order to get children familiar with VSAT. A triangle model from front side is displayed and its shape, colour and tissue are explained.
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2.
Children are asked to imagine what they would see from upper side by taking shape, colour, and tissue into consideration.
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3.
Response choices are shown and said how to response. The practitioner explains what the model would be seen from upper side by considering shape, colour, and tissue.
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4.
The first task of Target Question 1 which requires mental rotation from front side to upper side by taking shape into consideration is demonstrated. Necessary time is given to children to find the right choice. After the first task, the second task of Target Question 1 entailing mental rotation from front side to upper side by considering shape and colour are displayed to children. Then they are given time to respond. The third task which involves mental rotation by focusing on shape, colour and tissue is demonstrated to them. After they respond the third task, Target Questions 1 is completed.
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5.
The same sequence is followed in the other target questions.
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6.
During whole session, necessary measures must be taken so as to prevent children from influencing each other. Before the test is taken, it must be emphasized that they need to mark their response on the test and they must not tell their response.
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Kara, C., Coşkun, K. & Coskun, M. Development of Visual-Spatial Ability Test (VSAT) for Primary School Children: Its Reliability and Validity. Interchange 53, 335–352 (2022). https://doi.org/10.1007/s10780-022-09462-8
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DOI: https://doi.org/10.1007/s10780-022-09462-8