فاعلية طريقة المواءمة في الكشف عن اللاتغير في أداء طلبة الصف الثالث الأساسي على الاختبار التقييمي لمهارات الرياضيات عبر مديريات التربية والتعليم الأردنية
This study aimed to study the effectiveness of the Alignment method in detecting the invariance measurement (measurement consistency) for the third-grade evaluation test of basic mathematics skills in light of the variable of education directorates, which are (45) directorates, and the gender variable. The sample of the study consisted of (73448) male and female students, (37272 male and 36176 female students), who were randomly selected from the third-grade students enrolled in schools for the academic year (2017-2018), and who were subjected to the mathematics skills assessment test. In order to achieve the objectives of the study, the descriptive and analytical approach was used in analyzing the results of students on the assessment test of mathematics skills to control the quality of education prepared by the Examinations and Examinations Department in the Jordanian Ministry of Education for the academic year (2017-2018), and after verifying the indications of validity and reliability of the test, It was applied to the study sample. Specifically, the responses of (37272) students and (36176) students were analyzed to (25) test items of a multiple-choice type, and the data of the items were analyzed using the two methods of confirming factor analysis (CFA) and multi-group factor analysis (MG-CFA) through two statistical programs (Mplus v8.4, Amos v26), and to judge the suitability of the global construction of the test, five indicators of goodness of conformity were used: (χ2), (RMSEA), (SRMR), (TLI), (CFI), and the results were shown. The suitability of the proposed model with its seven skills to the content of the assessment test of mathematics skills for the third grade in Jordan, as well as the values of the difference indicators, which are: (RMSEA), (SRMR), (TLI), (CFI) achieving the invariance measurement property and the results showed that the invariance characteristic (measurement consistency) was achieved at its various levels (formative invariance (form stability), metric invariance (metric stability), and scalar invariance (stability of the scale)) In the (25) test items according to the variables of the (45) Jordanian Education Directorates, and the sex of the student. The alignment method was also used to detect the items that achieved the invariance measurement using the index (R2), and the results showed that all the items achieve the invariance measurement property of the factor intersections parameter, and most of them achieve the invariance measurement property of the factor saturations parameter except for items (5, 6, 13, 14, 17, 22) they need to be reviewed, and the arithmetic means of the underlying factors (seven mathematics skills) proposed in the structural model, and their variances across education directorates, were compared, resulting in a descending order of the districts. The Directorate of Special Education ranked first according to the performance of its students on the assessment test for mathematics skills for the third grade, and in contrast, the Southern Jordan Valley got the last place. (Author’s abstract)