<![CDATA[Basic mathematics skills (BMS) and mathematics self-concepts are related to achievement in mathematics courses. However, the validity evidence of a BMS measure is limited. Of particular concern are its unidimensionality, the difficulty of the items, and the functioning of the distractors. Therefore, this study attempts to validate a bilingual and extended version of a BMS measure and examine the scores’ correlation with past mathematics achievement, expected grades in a current maths-related course, and a Mathematics Self-Concept (MSC). The BMS was extended by adding five new items and replacing three items. The BME-Ext and MSC questionnaires were given to students at a college taking a quantitative methods course using Google Forms. Data from 123 students were analysed using Winstep and Jamovi. Evidence for unidimensionality is inconclusive while the person’s reliability and separation are not sufficient. Four items are too easy and may need to be replaced with more difficult questions. In six items, there is one distractor that was not chosen at all by the students. The BMS scores have a significant positive correlation, in descending order, with past mathematics achievement, expected grades for the current course, and MSC. Improvements to the BMS and further testing are suggested for measurement and practical purposes.]]>
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