Early mathematics assessment: Validation of the short form of a prekindergarten and kindergarten mathematics measure

Christina Weiland, Christopher B. Wolfe, Michael D. Hurwitz, Douglas H. Clements, Julie H. Sarama, Hirokazu Yoshikawa

Research output: Contribution to journalArticlepeer-review

Abstract

In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and/or their sensitivity to detect differences in early mathematics development among young children. In this article, using data from two large samples of diverse populations of prekindergarten and kindergarten children, we provide evidence regarding the psychometric validity of a new theory-based early mathematics assessment. The new measure is the short form of a longer, validated measure. Our results suggest the short form assessment is valid for assessing prekindergarten and kindergarten children's numeracy and geometry skills and is sensitive to differences in early mathematics development among young children.

Original languageEnglish (US)
Pages (from-to)311-333
Number of pages23
JournalEducational Psychology
Volume32
Issue number3
DOIs
StatePublished - May 2012

Keywords

  • assessment
  • early mathematics
  • kindergarten
  • prekindergarten
  • psychometrics

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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