Validity of the base-ten number system module of the mathematical test Examath 5-8

Abstract

Understanding the place-value number system is essential to number processing. It predicts the later arithmetic skills. Even typically developing children struggle to acquire it. Assessing the place-value number system understanding is crucial. However, there are few tools available to speech-language therapists to assess this skill in learners between five and eight years old. The aim of this research was to verify the internal consistency of the Number system module of Examath 5-8, its concurrent validity, its construct validity in relation to individual characteristics (grade), and to develop criterized norms. The sample was composed of 15 children in kindergarten, 12 children in first grade, and 14 children in second grade. These children were from two different schools and had no intervention from a speech-language therapist for mathematics difficulties. Number system tasks from Examath 5-8, Tedi-Math, and PicPVT were used. The results showed that the Number system module of Examath 5-8 demonstrated good internal consistency, good concurrent validity, and good construct validity in relation to individual characteristics (grade). The creation of criterized norms allowed to demonstrate that the new place-value number system assessment tasks are adapted and allow to observe children’s place-value skills. Other psychometric properties need to be investigated, such as surface validity, predictive validity, or discriminant validity (sensibility).