Diagnostic accuracy of mathematics Concept and Application Curriculum-based Measures in Screening Fourth Grade Students at Risk for Mathematical Learning Disabilities
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Sep 1, 2021
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Abstract
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 (MCAP-CBM) 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 (MCAP-CBM) 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.
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Keywords
Diagnostic AccuracyMathematics Concept and Application Curriculum Based MeasuresScreeningMathematical Learning Difficulties
References
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Emam, M. M., & Kazem, A. M. (2016). Visual motor integration as a screener for responders and non-responders in preschool and early school years: implications for inclusive assessment in Oman. International Journal of Inclusive Education, 20(10), 1109-1121.
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الزيات، فتحي. (2002). المتفوقون عقليًا ذوي صعوبات التعلم. القاهرة: دار النشر للجامعات.
سليمان، السيد عبد الحميد. (2010). تشخيص صعوبات التعلم الإجراءات والأدوات. القاهرة: دار الفكر العربي.
الشحي، صفية. (2016). الدقة التشخيصية لقياسات العمليات الحسابية القائمة على المنهج في فرز التلاميذ المُعرضين لصعوبات تعلم الرياضيات في الصف الرابع الأساسي، رسالة ماجستير غير منشورة. سلطنة عمان: جامعة السلطان قابوس.
شعبان، شعبان حفني والمنير، رندا عبد العليم. (2012). تعليم الرياضيات لذوي صعوبات التعلم. عمان.
شيرمان، هيلين وويتشاردسون، لويد ويارد، جورج. (2013). تدريس المتعلمين ذوي صعوبات التعلم، ترجمة سفيان طلال عبيدات، وأيمن حلمي خشان. الرياض: جامعة الملك سعود. العمل الأصلي نشر في 2009.
صوالحة، محمد أحمد. (2002). مفهوم الذات وعلاقته بمتغيري الجنس والصف المدرسي، مجلة اتحاد الجامعات العربية للتربية وعلم النفس، 1 (2)، 53-94.
العاني، نزار. (2009). القياس والتقويم المدرسي. الكويت: الفلاح للنشر والتوزيع.
علام، صلاح الدين محمود. (2006). الاختبارات والمقاييس التربوية والنفسية. عمًان: دار الفكر.
عيسى، إبراهيم محمد. (2006). قياس أبعاد مفهوم الذات وعلاقته بالتحصيل الدراسي. مجلة اتحاد الجامعات العربية للتربية وعلم النفس، 4(2)، 87- 118.
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المديرية العامة للتخطيط وضبط الجودة. (2016). إحصائية اعداد التلاميذ الصف الرابع الأساسي في سلطنة عمان. مسقط: وزارة التربية والتعليم.
ندا، أحمد عواد. (2009). صعوبات التعلم. القاهرة: مؤسسة الوراق للنشر والتوزيع.
وزارة التربية والتعليم. (2016). وثيقة تقويم تعلم التلاميذ مواد المجال الثاني للصفوف (1 -4). مسقط: المديرية العامة للتقويم التربوي.
الوقفي، راضي أحمد. (2015). صعوبات التعلم النظري والتطبيقي. عمان: دار المسيرة للنشر والتوزيع والطباعة.
يوسف، ماهر والرفاعي محب. (2003). التقويم التربوي، أسسه وإجراءاته. الرياض: مكتبة الرشد.
Albers, C. A., Glover, T. A., & Kratochwill, T. R. (2007). Introduction to the special issue: How can universal screening enhance educational and mental health outcomes? Journal of School Psychology, 45, 113–116.
Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review, 35(3), 401.
Calhoon, M. B., & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235-245.
Clark, C., Coffey, L. E., Hunter, D. C., Johnson, I., Liu, S., Livengood, M. C.,... & Myers, S. K. (2013). NATIONAL SURVEY ON DRUG USE AND HEALTH.
Clarke, B., & Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234-248.
Codding, R. S., Mercer, S., Connell, J., Fiorello, C., & Kleinert, W. (2016). Mapping the Relationships among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures. School Psychology Review, 45(1), 19-38.
Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.
Deno, S. (1986). Formative evaluation of individual programs: A new role for school psychologists. School Psychology Review, 15, 358–374
Dickerson, L.K. (2012). Gender Differences in Mathematics Curriculum-Based Measurement in Third through Eighth Grade Students. Unpublished master’s thesis. Appalachian State University, Boone, NC.
Emam, M. M., & Kazem, A. M. (2016). Visual motor integration as a screener for responders and non-responders in preschool and early school years: implications for inclusive assessment in Oman. International Journal of Inclusive Education, 20(10), 1109-1121.
Emam, M., Al-Maamary, W., Mohamed, A., Kazem, A. (2012). Development of an optimal framework for the identifcation and intervention of reading disabilities in key stage1 school in Oman. A strategic project manuscript (unpublished). Sultan Qaboos University, Oman.
Espin, C. A., McMaster, K., Rose, S., & Wayman, M. (2012). A measure of success: The influence of curriculum-based measurement on education. Minneapolis: University of Minnesota Press.
Fawcett, Tom. "An introduction to ROC analysis." Pattern recognition letters 27.8 (2006): 861-874.
Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. The Journal of Special Education, 41, 121–139. doi:10.1177/00 224669070410020101
Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33(2), 188.
Fuchs, L. S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33(6), 1.
Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal Of Educational Psychology, (3), 493.
Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). A curricular sampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33, 225–233.
Fuchs, L. S., Fuchs, D., Compton, D. L., Bryant, J. D., Hamlett, C. L., & Seethaler, P. M. (2007). Mathematics screening and progress monitoring at first grade: Implications for responsiveness to intervention. Exceptional Children, 73(3), 311-330.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Allinder, R. M. (1991). The contribution of skills analysis to curriculum-based measurementin spelling. Exceptional Children, 57, 443–452.
Fuchs, L., Deno, S., & Mirkin, P. (1984). Effects of frequent curriculum-based measurement on pedagogy, student achievement, and student awareness of learning. American Educational Research Journal, 21, 449–460.
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), 4-15.
Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236-263.
Hale, A.D.; Skinner, C.H.; Williams, J.; Hawkins, R.; Neddenriep, C.E. & Dizer, J. (2007). Comparing Comprehension Following Silent and Aloud Reading across Elementary and Secondary Students: Implication for Curriculum-Based Measurement. The Behavior Analyst Today, 8(1), 9–23.
Hall, L. D. Z. (2009). Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards (Doctoral dissertation, Texas A&M University).
Hintze, J., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34, 372– 386.
Hosp, J. L., Hensley, K., Huddle, S. M., & Ford, J. W. (2014). Using Curriculum-Based Measures with Postsecondary Students with Intellectual and Developmental Disabilities. Remedial and Special Education, 35(4), 247-257. doi:10.1177/0741932514530572
Hosp, M. K., & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling, and math: How to do it and why. Preventing School Failure: Alternative Education for Children and Youth, 48(1), 10-17.
Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. Guilford Press.
Hosp, M. K., Howell, K. W., & Hosp, J. L. (2016). The ABC's of CBM: A Practical Guide to Curriculum-based Measurement. New York: The Guilford Press.
Jiban, C. L., Deno, S. L., & Foegen, A. (2009). Developing measures for monitoring progress in elementary grade mathematics: An investigation of desirable characteristics. Minneapolis, MN: University of Minnesota, College of Education and Human Development, Research Institute on Progress Monitoring.
Jitendra, A. K., Sczesniak, E., & Deatline-Buchman, A. (2005). An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders. School Psychology Review, 34(3), 358-371.
Keller-Margulis, M. A., Mercer, S. H., & Shapiro, E. S. (2014). Differences in growth on math curriculum-based measures using triannual benchmarks. Assessment for Effective Intervention, 39(3), 146-155.
Keller-Margulis, M. A., Shapiro, E. S., & Hintze, J. M. (2008). Long-term diagnostic accuracy of curriculum-based measures in reading and mathematics. School Psychology Review, 37(3), 374.
Killen, C. (2013). The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE.
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How to Cite
Al-Ghafri , Muna Naser Ali, Mahmoud Mohamed Emam, and Ehab Mohamed Naguib Omara. 2021. “Diagnostic Accuracy of Mathematics Concept and Application Curriculum-Based Measures in Screening Fourth Grade Students at Risk for Mathematical Learning Disabilities”. Journal of Educational Sciences – Qatar University 17 (17). https://doi.org/10.29117/jes.2021.0051.
Section
Articles in Arabic