I. Ability Scales: Test of Early Mathematics Ability – Third Edition (TEMA-3)

Background

The acquisition of early numerical abilities, such as understanding the rules of counting, quantity comparison, and representing numerical magnitudes in the form of a number line, has been found to provide the foundation for the early learning of formal mathematics in school (e.g., Martin et al., 2014; Passolunghi et al., 2015; Watts et al., 2014). Given the importance of early numerical skills to continuing mathematics achievement, it is critical to have good measurement tools to help identify children who are struggling at this early stage. The Test of Early Mathematics Ability-Third Edition (TEMA-3) is a widely used summative assessment of formal and informal mathematics knowledge for children aged 3 years to 8 years 11 months (Ginsburg & Baroody, 2003). TEMA-3 is used to understand learning disabilities (e.g., Murphy et al., 2007), to document children’s progress in mathematics and to compare children’s mathematics knowledge across countries (e.g., Ryoo et al., 2014). Despite its wide use, there is little research on the properties of TEMA-3. Prior studies have investigated the validity, reliability and factor structure of TEMA-3 using U.S. samples mainly. Considering the wide use of TEMA-3 as an indication of children’s mathematics ability, more studies are needed to examine its validity and reliability.

Abstract

The Test of Early Mathematics Ability–Third Edition (TEMA-3) is a commonly used measure of early mathematics knowledge for children aged 3 years to 8 years 11 months. Despite its wide use, research on the psychometric properties of TEMA-3 remains limited. This study applied the Rasch model to investigate the psychometric properties of TEMA-3 from three aspects: technical qualities, internal structure, and convergent evidence. Data were collected from 971 K1 children in Singapore. Item fit statistics suggested a reasonable model-data fit. The TEMA- 3 items were found to demonstrate generally good technical qualities, interpretable internal structure, and reasonable convergent evidence. Implications for test development, test use, and future research are further discussed.

Scales and Subscales

TEMA-3 assesses two forms of mathematics knowledge: informal mathematical knowledge with items in four categories i.e., a) numbering, b) number comparisons, c) calculation and d) concepts, and formal mathematics knowledge with items in four categories i.e., a) numeral literacy, b) number facts, c) calculation and d) concepts. Each category contains items assessing corresponding concepts and skills from basic to advanced level.

Funding

Funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 09/14 RB; Singapore Kindergarten Impact Project) and administered by the National Institute of Education (NIE), Nanyang Technological University, Singapore.

References

Ginsburg, H. P., & Baroody, A. J. (2003). Test of early mathematics ability (3rd ed.): Examiner’s manual. Austin, TX: PRO-ED.

Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12-23. https://doi.org/10.1016/j.lindif.2014.05.006

Murphy, M. M., Mazzocco, M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cut off criterion used to define MLD. Journal of Learning Disabilities, 40, 458-478. https://doi.org/10.1177/00222194070400050901

Passolunghi, M. C., Lanfranchi, S., Altoe, G., & Sollazzo, N. (2015). Early numerical abilities and cognitive skills in kindergarten children. Journal of Experimental Child Psychology, 135, 25-42. https://doi.org/10.1016/j.jecp.2015.02.001

Ryoo, J. H., Molfese, V. J., Heaton, R., Zhou, X., Brown, E. T., Prokasky, A., & Davis, E. (2014). Early mathematics skills from prekindergarten to first grade score changes and ability group differences in Kentucky, Nebraska, and Shanghai samples. Journal of Advanced Academics, 25, 162-188. https://doi.org/10.1177/1932202X14538975

Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352-360. https://doi.org/10.3102%2F0013189X14553660

Citation

Yao, S-Y., Munez, D., Bull, R., Lee, K., Khng, K. H., & Poon, K. (2016). Rasch modelling of the Test of Early Mathematics Ability-Third Edition with a sample of K1         children in Singapore. Journal of Psychoeducational Assessment, 36(6), 623-627. https://doi.org/10.1177/0734282916651021