الدقة التشخيصية لقياسات المفاهيم و التطبيقات الرياضية القائمة على المنهج في فرز صعوبات تعلم الرياضيات في الصف الرابع الأساسي

This study aimed to measure the diagnostic accuracy of mathematical concepts and applications curriculum based measures (MCAP-CBM) in screening fourth grade students at risk for mathematical learning disabilities. Additionally, the study sought to determine the benchmarks for the classification of students in MCAP-CBM at the frustration, instructional, and mastery levels. To achieve the objectives of the study, three alternative equivalent forms of (MCAP-CBM) were developed for screening and progress monitoring purposes. The measures included all target skills to be mastered by the school year end according to the Omani curriculum. The (MCAP-CBM) consisted of 24 items as described in the traditionally and empirically developed measures in the literature. The study participants included 393 fourth grade male and female students at school in Muscat. The (MCAPCBM) were administered three times per the academic year in order to develop benchmarks for the classification levels. The 25th and 75th percentile benchmarks were used to validate the benchmarks for the three-classification level (Frustration, instructional, and mastery). Using t-test, results showed statistically significant differences in frustration level in the favor of female pupils. There were no differences in instructional and mastery levels between males and females. The Receiver Operating Characteristic (ROC) Curve was used to examine the diagnostic accuracy of the (MCAPCBM) using mathematics achievement scores as the outcome measure. Based on the study findings, the authors recommend using curriculum based measurement to predict students’ performance and to inform effective decision making in instruction, assessment. It also informs in universal screening. The percentile 25th is a reliable benchmark for identifying students at risk for mathematical learning disabilities.