Browsing by Subject "measure"

The psychometric properties, validity and reliability, of numeracy assessment have a significant role in identifying students’ special education needs in mathematics. Objective: The aim of this systematic review was to evaluate the validity and reliability evidence of numeracy measures used by teachers at the elementary school for children aged 9 through 12 years. Methods: A systematic search of Cinahl, Embase, ERIC, PsychINFO and PudMed abstract databases was completed up to the March, 2020. The abstracts and articles were evaluated independently by two reviewers according to the inclusion criteria. Consensus was reached by discussions. Only peer-reviewed articles reporting psychometric properties of numeracy measures and published in English were included. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P, 2015) guidelines were applied for reporting. The terminology and classification of psychometric properties followed the Consensus-Based Standards for the Selection of Health Measurement Instruments (COSMIN) guidelines. Three validity properties and three reliability properties were searched and extracted from the articles. Results: Of the 4763 abstracts 921 full-text articles were screened and 13 studies met the inclusion criteria of this review. Two additional studies were identified through reference search. Half of the psychometric properties of the numeracy measures were not studied and reported in the articles. All the six reliability and validity properties were found for one measure. The evidence on the psychometric properties was limited for most of the measures due to the incomplete or missing psychometric data. Conclusions: The validity and reliability of the measures is limited and further evidence and research is needed.