EIREducational Innovation Research3029-18443029-1852Bio-Byword Scientific Publishing Pty. Ltd.10.18063/EIR.v4i4.1979ArticleConstruct Validity and Design Optimization of Preschool Math-Language Assessment: A Critical Review of a Unit Test employed in the Riverdeep LMS4 systemhttps://artdesignp.com/journal/EIR/4/4/10.18063/EIR.v4i4.1979WangYilin2026442026-04-26This study critically evaluates the Addition unit test within the Riverdeep LMS4 platform for K3 learners (aged 5–6) in RISE Education. According to the language assessment framework of Bachman & Palmer (2010) and Bachman (2004), the principles of CLIL (Coyle et al., 2010) and the theories of development (Vygotsky, 1978), this study will use a mixed-methods approach to combine document analysis, test content analysis, teacher interviews and student test records to examine the test in four aspects: construction definition, task design, scoring mechanism and validity evidence. The evaluation results have the following deficiencies: insufficient coverage of the constructs, blurring of the boundary between math and language, insufficient task authenticity and uniformity of cognitive demands, outcome-oriented scoring without diagnostic value, and weak evidence for fairness across different levels of English proficiency. The study confirms the applicability of classic assessment frameworks to digital, cross-curricular preschool contexts and guides optimizing comparable math-language assessments.K3 learners in RISE, Math-language integrated assessment, CLIL, Test evaluation, Riverdeep LMS4

[1] Bachman L, Palmer A, 2010, Language Assessment in Practice. Oxford University Press: 223–224. [2] Vygotsky L, 1978, Mind in Society: The Development of Higher Psychological Processes. Harvard University Press: 342. [3] Brown H, Abeywickrama P, 2010, Language Assessment: Principles and Classroom Practices. 2nd ed. Pearson Longman: 540. [4] Bachman L, 2004, Statistical Analyses for Language Assessment. Cambridge University Press: 398–403 + 602. [5] Han B, Luo K, 2013, The Evolution of Language Test Validity and Its Validation Models. Foreign Language Teaching and Research, 45(3): 411–425 + 481. [6] Clements D, Sarama J, 2021, Learning and Teaching Early Math: The Learning Trajectories Approach. 3rd ed. Routledge: 329–330. [7] Coyle D, Hood P, Marsh D, 2010, CLIL: Content and Language Integrated Learning. 2nd ed. Cambridge University Press: 301. [8] Luo K, Han B, 2018, Construction Definition, Task Design, and Scoring Methods for the National Talent Examination. Foreign Language Education, 11(1): 40–46 + 79. [9] Sailer M, Hense J, Mayr S, et al., 2021, Digital Learning in Schools: What Does It Take Beyond Digital Technology? Teaching and Teacher Education, 103: 107. [10] Peralbo-Uzquiano M, Pérez-Expósito C, Fernández-Batanero J, 2020, Evaluation of the Effects of a Virtual Intervention Program on Cognitive Flexibility, Inhibitory Control and Basic Math Skills in Childhood Education. Computers & Education, 159. [11] Mao Y, Wang Y, Xing Y, 2026, Experiences and Implications from the Digital Transformation of Assessment in British Basic Education. Teaching and Management, 2026(3): 83–87. [12] Riverdeep Interactive Learning Limited, 2007, Riverdeep LMS4 Destination Math: Addition Unit Test Implementation Guidelines. Riverdeep Education. [13] Şimşek E, Şimşek B, 2025, Technology-Assisted Vocabulary Learning for Preschool Children: A Meta-Analysis. Computer Assisted Language Learning: 12–33. [14] Alderson J, Chapman C, Wall D, 1995, Language Test Construction and Evaluation. Cambridge University Press: 134. [15] Luo K, 2019, Four Validation Models for Language Test Validity from a Holistic Perspective: Interpretation, Evaluation, and Implications. Foreign Language Teaching, 2019(6): 76–81. [16] Han B, Zhang Y, 2015, Exploration of the Framework for Setting Testing Objectives and Content in the College Entrance Examination English Section. Foreign Language Teaching and Research, 47(3): 426–436.