Psychometric properties of the early number competence test in chinese preschool children: A one-year longitudinal study

The present study examined the psychometric quality of the newly developed Early Number Competence Test (ENCT) among Chinese preschool children aged five to six years. The ENCT measures children’s number competencies in eight domains (i.e., number–word comparison, counting, set comparison, digit comparison, word problems, number writing, nonverbal calculation, and basic arithmetic concepts). The test was administered to 299 children (mean age = 57.29 months, SD = 5.05 months) three times from the second semester of their second preschool year (Time 1) to the second semester of their third preschool year (Time 3), with a six-month interval between adjacent time points. The results from the item response models showed that all the items were of medium difficulty on average and that discrimination power was moderate to high. Additionally, all the items functioned equally well over time and were fair to both boys and girls. The factor analysis showed that a three-dimensional model that included numbering, relations, and arithmetic operations best fitted the data. This factor structure was stable across the first two time points, but not from Time 1 to Time 3. Finally, children’s numbering, relation, and arithmetic operation skills at Time 1 were moderately correlated with their written computation one year later. Overall, the ENCT exhibited sound psychometric properties that were supported by various forms of validity evidence, making it a promising tool for measuring the number competencies of young Chinese children.