Psychometric work with young children faces the particular challenge that children’s attention spans are relatively short, and therefore, shorter assessments are required while retaining comprehensive coverage. This article reports on three empirical studies that encompass the development and validation of the research-based early mathematics assessment-short form (REMA-SF), an instrument that measures the early mathematical competency of children from 3 to 8 years of age. The developed measure captures both children’s mathematical performance and the strategies children use to solve math problems. Results indicated that the REMA-SF can produce valid scores for measuring children’s math skills in early childhood, and the validity of the measure can be well-generalized to an external (or independent) sample. Additionally, we also equated the REMA scores between the long and short forms of the assessment: anchor items common across the forms were selected and refined in the equating process.

对幼儿的心理测量工作面临着特殊的挑战，即儿童的注意力持续时间相对较短，因此需要在保持全面覆盖的同时进行更短的评估。本文报告了三项实证研究，这些研究包括基于研究的早期数学评估简表 (REMA-SF) 的开发和验证，REMA-SF 是一种衡量 3 至 8 岁儿童早期数学能力的工具。开发的衡量标准既能捕捉儿童的数学表现，也能捕捉儿童用来解决数学问题的策略。结果表明，REMA-SF 可以产生衡量儿童早期数学技能的有效分数，并且该测量的有效性可以很好地推广到外部（或独立）样本。此外，