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Abstract
There has been increased attention to the development of assessment measures for evaluating mathematical skills in young children in order to inform instruction and intervention. However, existing tools have focused primarily on number sense with little attention to other areas of mathematical thinking such as geometry and algebra. The purpose of this study is to describe preliminary reliability and validity evidence for several curriculum-based measures designed to assess mathematical skills in preschool children. Interscorer, test–retest, alternate-form reliability, and concurrent validity of five tasks—Cardinality, Pattern Completion, Shape Naming Fluency, Shape Selection Fluency, and Shape Composition—were examined in a small sample of preschool-age children at risk for academic difficulties because of demographic characteristics. Results indicated strong interscorer reliability, moderate to strong test–retest reliability, and adequate alternate-form reliability. Concurrent validity coefficients ranged from weak and nonsignificant to strong, positive significant correlations. However, non-domain specific correlations were demonstrated, and there was no clear pattern of convergent and divergent validity. Findings are discussed in the context of necessary research in early math measurement for preschoolers.
Keywords curriculum-based measurement, early childhood, Math
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