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

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)145-167
Number of pages23
JournalSchool Psychology International
Volume40
Issue number2
DOIs
Publication statusPublished - Apr 1 2019
Externally publishedYes

Keywords

  • Arabic
  • Oman
  • curriculum-based measurement
  • mathematics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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