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Data captured children’s engagement with the system and skill levels achieved. Teachers rated developmental status using newly developed pilot Literacy and Mathematics rating-scale measures aligned to GELDS, then the report analyzed psychometric properties using Rasch modeling (including dimensionality and item difficulty evidence) to verify the measures’ measurement quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-evaluation-of-the-association-between-the-use-of-the-ignite-by-hatch-educational-gaming-system-and-the-developmental-status-of-young-children-participating-in-the-georgia-decal-summer-transition-program/582965/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-evaluation-of-the-association-between-the-use-of-the-ignite-by-hatch-educational-gaming-system-and-the-developmental-status-of-young-children-participating-in-the-georgia-decal-summer-transition-program/582965.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary purpose of the study?","Question",{"text":112,"@type":113},"To evaluate whether using the Ignite by Hatch™ educational gaming system is associated with assessments of young children’s developmental status in the Georgia DECAL Summer Transition Program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers assess developmental status?",{"text":117,"@type":113},"Teachers rated children using new pilot Literacy and Mathematics developmental progressions presented as rating scales aligned to GELDS instructional objectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What approach was used to test the psychometric properties of the measures?",{"text":121,"@type":113},"The report used Rasch modeling, including unidimensionality checks via exploratory factor analysis and Rasch principal components analysis of residuals (PCAR), along with fit statistics such as MNSQ.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582965,1792192907,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","CEMETR-2023-06 SEPT 2023  \nCEME  \nTechnical Report  \nThe Center for Educational Measurement and Evaluation  \nAn Evaluation of the Association Between the Use of the Ignite by Hatch™ Educational Gaming System and the  \nDevelopmental Status of Young Children Participating in the Georgia DECAL Summer Transition Program  \nRichard G. Lambert  \nA PUBLICATION OF  \nTHE CENTER FOR  \nEDUCATIONAL  \nMEASUREMENT  \nAND EVALUATION  \nAn Evaluation of the Association Between the Use of the Ignite by Hatch™ Educational Gaming System and the Developmental Status of Young Children Participating in the Georgia DECAL  \nSummer Transition Program  \nRichard G. Lambert, PhD  \nCenter for Educational Measurement and Evaluation  \nThe University of North Carolina at Charlotte  \nSeptember 2023  \nAn Evaluation of the Association Between Use of the Ignite by Hatch™ Educational Gaming System and the Developmental Status of Young Children Participating in the 2023  \nGeorgia DECAL Summer Transition Program  \nThis study examined the relationship between using the Ignite by Hatch™ educational gaming system and assessments of the developmental status of young children participating in the 2023 Georgia Department of Early Care and Learning (DECAL) Summer Transition Program. Researchers collected data that describe the extent to which the children engaged with Ignite system and the skill levels they achieved within the system. Teachers also rated the developmental status of the children using rating scales that focused on Literacy and Mathematics skills.  \nAssessment Measures  \nResearchers from Hatch™ created two new pilot assessment measures for this project. The two measures, one focused on Literacy skills and the other on Mathematics skills, consist of developmental progressions presented as rating scales for teachers. Researchers designed the progressions to help teachers rate the developmental status of young children (ages 4 to 5 years old) . Teachers who use the assessment measures rate children based on evidence and observational information gathered in the course of instruction. Each progression is based on a specific instructional objective from the Georgia Early Learning and Development Standards (GELDS) for young children and contains specific behavioral anchors for each of four developmental levels: “Not Yet,” “Beginning,” “Developing,” and “Demonstrating.” Children rated by their teacher at the“Demonstrating” level meet or exceed the expectations outlined by each of the applicable GELDS. Appendix B of this report contains the instructional objectives from the GELDS that align with each developmental progression along with the full text of each progression. Given that these measures are new, we will first focus on an evaluation of the psychometric properties of the information that the measures provided.  \nResults From the Psychometric Analysis of the Literacy Assessment  \nDimensionality  \nAll Rasch modeling analyses were conducted using the Winsteps software platform (Linacre, 2020) . Rasch modeling assumes what is called unidimensionality. In this case, this term implies that the developmental progressions that make up the Literacy assessment measure one and only one underlying latent construct. Unidimensionality was evaluated using exploratory factor analysis through the principal axis factoring procedure. One factor with an eigenvalue of 5.976 accounted for 59.76% of the variance in the ratings. No other eigenvalue was greater than 1.0. The scree plot clearly indicated a single-factor solution. The factor loadings for the Literacy assessment progressions ranged from 0.610 to 0.836. The unidimensionality of the Literacy total scale score was also evaluated by using mean-square (MNSQ) progression fit statistics and Rasch principal components analysis of residuals (PCAR). MNSQ fit values between 0.6 and 1.4 are considered reasonable for rating scale progressions (Bond & Fox, 2007). MNSQ values less than 2.0 can indicate that a progression, though not fi","cbCaipnoG35KTaZ1","https://ap.wps.com/l/cbCaipnoG35KTaZ1","pdf",1040897,43,"English","# Assessment Measures\n## Pilot Literacy and Mathematics rating-scale measures\n## Developmental levels and GELDS alignment\n# Results From the Psychometric Analysis of the Literacy Assessment\n## Dimensionality\n## Item Difficulty Measures","[{\"question\":\"What was the primary purpose of the study?\",\"answer\":\"To evaluate whether using the Ignite by Hatch™ educational gaming system is associated with assessments of young children’s developmental status in the Georgia DECAL Summer Transition Program.\"},{\"question\":\"How did the researchers assess developmental status?\",\"answer\":\"Teachers rated children using new pilot Literacy and Mathematics developmental progressions presented as rating scales aligned to GELDS instructional objectives.\"},{\"question\":\"What approach was used to test the psychometric properties of the measures?\",\"answer\":\"The report used Rasch modeling, including unidimensionality checks via exploratory factor analysis and Rasch principal components analysis of residuals (PCAR), along with fit statistics such as MNSQ.\"}]","An Evaluation of the Association Between the Use of the Ignite by Hatch™ Educational Gaming System and the Developmental Status of Young Children Participating in the Georgia DECAL Summer Transition Program | PDF",1792045143,108]