Developing a Vertically Scaled Assessment of Elementary Students' Number Sense
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| Title: | Developing a Vertically Scaled Assessment of Elementary Students' Number Sense |
|---|---|
| Language: | English |
| Authors: | Patrick K. Kirkland (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2026 44(3):275-297. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) National Science Foundation (NSF), Education and Human Resources (EHR) |
| Contract Number: | 2100214 2400686 |
| Intended Audience: | Researchers; Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Test Construction, Test Validity, Elementary School Students, Measures (Individuals), Grade 3, Grade 4, Grade 5, Mathematics, Comprehension, Number Concepts |
| DOI: | 10.1177/07342829251389259 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | This article advances an argument-based approach to presenting validity evidence for a brief assessment of 3rd-5th grade students' number sense. Improving students' number sense has been a goal of K-12 mathematics education in the US since the late 1980's, and several popular instructional practices are hypothesized to meet this need. However, there is limited evidence in the literature that elementary students' number sense is improving. We worked to develop a brief assessment for 3rd-5th grade students and then conducted a series of studies to collect evidence that students' scores reflect their number sense. We present the assessment here along with our intended interpretations and ways to use student scores. We then outline our validity argument, organized by four specific claims addressing the connection between student responses on the assessment and their number sense. Researchers and educators can now use the assessment to efficiently measure elementary students' number sense. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502885 |
| Database: | ERIC |
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