Yeah, but the problem is: repeated addition is attempting to take something very concrete like I give four children three marbles each, how many marbles does each child have?
You then use that addition technique to have them add up the number of marbles (in essence it's as if you are asking them to count on their hands, which is a valid technique at this level).
But that helps the child understand the concept of addition in a very literal and concrete fashion, because at the age of 4-5 years old (sometimes older), children don't think at a higher level of abstraction. And using symbols to represent multiplication IS a higher level of abstraction.
It seems to me, a non-educator, that the counting technique has value in word problems. But as soon as the child shows they understand the concept, then you introduce the notation (e.g. 5 x 3), explain the numbers can be added up either as five values added up three times, or three values added up five times.
That the test talked about a "strategy" is not really maths, and frankly it seems to be misapplying a solid teaching technique, leading to confusion, anger and a lack of confidence in the child. If that's happening, then I'd suggest the technique is not all that solid and teachers and other educators should seriously consider whether it is causing more harm than good.
P.S. If you have a Bachelors in Mathematics, then surely you can see that there is a fundamental problem if a child is taught that 5x3 is not the same as 3x5?
