Establishing Technically Adequate Measures of Progress in Early Numeracy
Abstract
The purpose of this study was to examine the use of three early numeracy measures to monitor the mathematics progress of students across time. One hundred and seven kindergarten and Grade 1 students were administered quantity discrimination, number identification, and missing-number measures once each month for 7 months. Alternate form reliability was adequate for instructional decision making, whereas criterion validity coefficients comparing the early numeracy measures to teacher judgment of student proficiency in mathematics and students' performance on a district-administered standardized test were lower than those observed in previous research. We used hierarchical linear modeling at each grade level to examine the ability of the three measures to model growth across time. All measures produced growth rates that were significant across time, for each grade level, with linear growth observed for the Number Identification measure only.
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- Authors
- Lembke, E. S., Foegen, A., Whittaker, T. A., & Hampton, D.
- Affiliations
- University of Missouri (US)
- Iowa State University (US)
- The University of Texas at Austin (US)
- Corresponding author
- Lembke, Erica S.
- Venue
- Assessment for Effective Intervention
- Publisher
- SAGE Publications
- Published
- 2008-09
- Volume
- 33
- Issue
- 4
- Pages
- 206-214
- ISSN
- 1534-5084 (ISSN-L)
- 1938-7458
- OpenAlex
- W1973482133
- Cited by
- 31
- References
- 17
- Citations by year
- 2025: 1 · 2023: 1 · 2022: 3 · 2020: 1 · 2017: 2 · 2016: 4 · 2015: 1 · 2014: 2 · 2013: 1 · 2012: 6
- FWCI
- 2.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment for Effective Intervention (publishedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- early numeracy, quantity discrimination, number recognition, kindergarten children, first grade students, alternate form reliability, criterion validity, growth models, instructional decision-making
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