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 0−100 (NLA 0−100) 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 0−100 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.

根据发展和认知数学文献，本研究的目的是研究在幼儿园中广泛研究的数字线任务的可靠性，有效性和诊断效用。具体而言，使用（a）回归模型和（b）分类准确性检查了与既定的幼儿园筛查措施相比的号码线评估0-100（NLA 0-100）。对五岁和六岁的学生（n = 154）在其幼儿园年度的秋季和春季进行了算术评估。与早期的数字筛查措施相比，NLA 0-100的预测有效性和分类准确性较低。研究结果对使用号码线筛选评估的实践和未来研究具有影响。