Standardizing the mathematical ability test (TOMA-3) for middle school students for boys in Khamis Mushait Education Governorate

Abstract

    The current research has aimed at rationing the Test of Mathematical Abilities “TOMA 3” on the middle school students (males) in the educational administration of Khamis Musheit Directorate. The research has concentrated on the identification of the psychometric features of the test after applying it on the rationing sample in compromise with the characteristics of a good test, then forming performance criteria which in turn can justify the raw marks.

    So as to achieve this goal, the test has been applied on a sample representing the statistical society of the research up to 1500 members distributed on the schools of Khamis Musheit Directorate. Several statistical analyses have been conducted in order to answer the research questions. So, a statistical analysis has been performed on the total data whose outcomes constitute the basis of answering the research questions. The quantitative indicators of the psychometric features (constancy, credibility) of the test have been extracted.  First, constancy equations have been proved by many ways including redoing the test and the internal consistency using Alpha Krunbakh’s equation. The evidence of the test credibility has been proven through the extraction of the quantitative indicators of the equivalent credibility. The Pearson’s correlation indicator between the test of mathematical abilities and the scholastic learning of mathematic for a selected sample from the total sample has been proved, in addition to the quantitative indicators of the credibility of the hypothetical formation. The hypothesis that the test can measure a general factor has also been approved through the use of the factor analysis style and the assumption of the differences between the ages of depending on the analysis of the one indicator difference.  The appropriate performance criteria of the rationing sample, represented in the raw marks and transforming it into normative marks on the level of the other five sub-tests, has been approved, in addition to finding the normative marks of the total test, intelligence marks (IQ) and percentiles on the level of age categories.