Developing a technology-based instrument for assessing inductive reasoning in kindergarten: applicability, validity and reliability

Abstract

While digital tools are recognized for supporting skill development, few studies have explored their use in assessing reasoning during early childhood. To address this gap, our study examines the applicability, reliability, and construct validity of a tablet-based assessment for inductive reasoning in kindergarten. A clinical interview with 11 children tested the validity and usability of the tasks, followed by a larger study with 237 participants to assess the tool’s psychometric properties. Using figural series, analogies, and classification tasks, we found that children could effectively engage with the test, and the tool demonstrated strong psychometric properties. Implications for overcoming the challenges of technology-based assessment in early childhood are discussed.