Investigating The Utility Of A Kindergarten Number Line Assessment Compared To An Early Numeracy Screening Battery

Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line Assessment 0 & minus;100 (NLA 0 & minus;100) as compared to an established kindergarten screening measure was examined using (a) regression models and (b) classification accuracy. Five-and six-year-old students (n = 154) were assessed on numeracy measures in the fall and spring of their kindergarten year. The NLA 0 & minus;100 had lower predictive validity and lower classification accuracy compared to an early numeracy screening measure. The findings have implications for practice and future research using number line screening assessments.(c) 2020 Elsevier Inc. All rights reserved.