Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students
Safiya Abdullah Al-Shehhi, Mahmoud Mohamed Emam, Stephanie Al-Otaiba, Mahmoud Mohamed Ibrahim, Rashid Al-Mehrizi
Source record
Source: Crossref
Published: Dec 14, 2018
DOI: 10.1177/0143034318817078
Open original source ↗Source abstract
In the Arab region, several assessments are available to evaluate student skills in mathematical computations. However, none of them uses formative evaluation to guide universal screening of struggling learners or students with learning disability (LD). The current study aimed to develop mathematical computation curriculum-based measurement (MC-CBM) for Arab speaking fourth grade students, examine its psychometric properties, test its adequacy for use in an Arab context, namely Oman, determine an adequate time for its administration, and develop performance benchmarks. MC-CBM were administered to 528 fourth grade students. Results indicated that the developed measures were adequate for use in the Arab context. Received operation characteristic (ROC) curve indicated good specificity and sensitivity estimates for the MC-CBM. Performance benchmarks were obtained using the 25th and 75th percentiles. Implications are discussed from a contextual perspective.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.