Preliminary Validation of Two Math Screening Tools to Identify Gifted Students in Grades 3-5 in Jordan

Bashir Abu-Hamour ^1* Hanan Al Hmouz ^2*

• ¹ Zayed University, Abu Dhabi, United Arab Emirates
• ² Sharjah Education Academy -SEA, Sharjah, United Arab Emirates

Early screening for mathematically gifted students (MGSs) in Jordan and other Arab countries is limited, posing challenges in identifying and providing appropriate educational services. This study evaluates the validity and reliability of the Arabiya Calculation Test and Math Curriculum-Based-Measurement (M-CBM) as tools for effectively screening and supporting MGSs in inclusive education settings. These tools were developed based on the Jordanian curriculum and international assessment tools and require further validation for use in other Arabic-speaking countries. The study aims to: (a) assess the reliability of the Arabiya Calculation Test and M-CBM for measuring math skills in grades 3, 4, and 5; (b) determine performance differences among MGSs across these grades; and (c) examine the correlation between the two measures in identifying MGSs. The study employed a quantitative design, using the Arabiya Calculation Test and M-CBM to assess 78 MGSs in grades 3, 4, and 5 across three schools in Jordan. The tools' reliability and validity were evaluated, with findings specifically limited to grades 3, 4, and 5.Performance differences and correlations between the measures were analyzed. The results demonstrated that both the Arabiya Calculation Test and M-CBM are valid and reliable tools for identifying MGSs, effectively differentiating performance across grades 3, 4, and 5. In addition, the significant correlation between these two measures added support to their validity in identifying gifted students. Implications of the findings are crucial for educational practice and policy in Jordan and similar Arab countries, where accurate identification of gifted students may facilitate tailored instruction and enrichment programs. These assessment tools may be used to facilitate and improve the experience of inclusive education for gifted students, as they will be identified early, and their needs will be met in the inclusive school environment.