الدقة التشخيصية لقياسات العمليات الحسابية القائمة على المنهاج في فرز التلاميذ المعرضين لصعوبات تعلم الرياضيات في الصف الرابع الأساسي

Abstract EN

This study aimed to measure the diagnostic accuracy mathematics computation curriculum based measures in screening for fourth grade students at risk for mathematical learning disabilities.

The study also sought to determine the benchmarks for the classification of students in mathematics computation, namely frustration, instructional, and mastery levels.

To achieve the objectives of the study nine alternative and adequate forms of mathematical computation curriculum based measures were developed for screening and progress monitoring purposes.

The measures included all the skills that were likely to be mastered by the end of the school year.

Each sheet included 25 math computation problems as described in the traditionally and empirically developed measures in the literature.

The measures were timed for fourth grade students.

The study sample included 528 students from both genders enrolled in fourth grade in schools in Muscat.

The curriculum based measures were administered three times per the academic year in order to develop benchmarks for the classification levels.

In each administration three alternative forms of the measures were administered in three different times, namely, 2, 3, and 4 minutes.

Results of one way repeated measures ANOVA showed that the adequate time was 4 minutes.

The diagnostic accuracy of the 25th and 75th percentile benchmarks.

The receiver operating characteristic (ROC) curve was used to validate the benchmarks and determine the benchmarks of the number of correct digits for the three classification level: Frustration, instructional, and mastery.

Chi-Square test showed that there were no differences in the classification levels between males and females.

The study presents a number of recommendations : curriculum based measurement can predict the performance of students and therefore it can be an effective element in decision making ; it also helps in universal screening ; and that the percentile 25th is a reliable benchmark for identifying students at risk for mathematical learning disabilities.