إستخدام الدقة التنبؤية للقياسات القائمة على المنهاج في تحسين تقييم الرياضيات
This study aimed to use the predictive accuracy of curriculum-based measurement in computation and in concepts and applications to improve the assessment of mathematics and identify children with mathematical disability. Participants included 79 second-grade students from both genders. The learning disabilities diagnostic inventory and achievement test were used as outcome measures. The results indicated that curriculum-based measurements in mathematics have appropriate psychometric properties. Moreover, the results of analysis of diagnostic accuracy using the ROC curve showed that CBM in mathematics has a diagnostic accuracy in determining the learning disabilities category. The study supported the importance of using curriculum-based measurements in computation and in concepts as well as applications as an alternative formative assessment system in mathematics. (Published abstract)