1,720,982 research outputs found
From paper and pencil- to Computer-based assessment: some issues raising in the comparison
No full textComparative studies on pen-and-paper and computer-based test principally focus on statistical analysis of students’ performances. In educational assessment, comparing students’ performance (in
terms of right or wrong results) does not imply a comparison between the solving processes followed by students. In this paper we present an example of task analysis that allows to highlight how students’ solving processes could change in switching from paper to computer format and how these changes could be affected by the use of one environment rather than another. The aim of our study
lies in identifying possible consequences that specific changes in task formulation have, in terms of
students’ solution processes
The Didactic Contract to Interpret Some Statistical Evidence in Mathematics Standardized Assessment Tests
Full text linkIn this study we analyse results of Italian standardized tests in mathematics integrating quantitative analysis based on the Rasch Model and didactical interpretation. We use specific graphs to analyse the trend of each answer as function of the students' math ability. This approach led us to focus on specific items in which a wrong answer results particularly popular among medium/high level students and analyse this particular trend with the lenses of math education theories. The study reveals that these phenomena are particularly related to implicit and explicit rules governing classroom practices exist at all school levels and regard different mathematical content and skills
Analyzing difficulties in arithmetic word problem solving: An epistemological case study in primary school
No full textThis paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5
La probabilità nelle prove INVALSI: un’analisi in verticale
No full textProbability in INVALSI tests : vertical analysis · This paper shows some activities carried out by the Authors in a probability workshop for the IV Summer School organized by the Italian Mathematical Union (UMI). During these activities both quantitative and qualitative analyses of the INVALSI items were shared and discussed among first cycle mathematics teachers. The presented materials can be used to improve teacher knowledge for teaching
Valutare l’apprendimento strategico: uno studio empirico per l’elaborazione di uno strumento
No full textL’obiettivo di questo lavoro è fornire all’insegnante uno strumento utile per valutare i processi di problem solving in studenti della scuola primaria. La nostra attenzione è focalizzata sulla valutazione formativa. A partire da questa scelta, approfondiamo il tema della valutazione in matematica, in particolare su una delle componenti dell’apprendimento in matematica: l’apprendimento strategico.
A tale scopo, descriviamo uno strumento che permetta di cogliere il comportamento degli studenti coinvolti nella risoluzione di un problema di matematica. Tale strumento, chiamato strumento di codifica dei comportamenti, si basa sul modello presentato da Alan H. Schoenfeld relativo allo studio del processo di problem solving.
Per validare lo strumento abbiamo selezionato e analizzato due compiti di matematica che abbiamo successivamente sottoposto ad un gruppo di studenti della scuola primaria. In questo lavoro vedremo come lo strumento di codifica dei comportamenti presentato sia funzionale all’insegnante che intende valutare studenti coinvolti in un compito di matematica per monitorare il processo di problem solving.The aim of this research is to provide the teacher with a useful tool for assessing problem solving processes in primary school students. Our attention is focused on formative assessment. Starting from this choice, we deepen the theme of assessment in mathematics, in particular we focus on a specific mathematical component linked with the strategic process.
To this end, we describe a tool that allows us to describe the behavior of the students involved in solving a mathematical problem. This tool, called behaviour coding tool, is based on the model presented by Alan H. Schoenfeld on the study of the problem solving process.
To validate the tool we select and analyse two mathematics tasks that we subsequently present to a group of primary school students. In this paper we will see how the presented behavior coding tool is functional to teachers who intend assessing students involved in a mathematics task and monitoring the problem solving process
ATTAINED CURRICULUM AND EXTERNAL ASSESSMENT IN ITALY: HOW TO REFLECT ON THEM?
No full textIn this paper we argue how the Italian standardized assessment tests can be used by teachers to perceive the intended curriculum. These tests aim at evaluating students’ learning, but they can also become a means for teachers and students to deal with tasks that are constructed according to the goals explicitly stated in the National Guidelines. Through the analysis of an example, we highlight how merged qualitative and quantitative analysis of tasks, selected from Italian standardized assessment tests, may lead to reflections on the learning achieved by students (attained curriculum), and on the validity of educational choices in the implemented curriculum
Confrontare decimali e frazioni: analisi delle concezioni degli studenti a partire da una domanda INVALSI
No full textA partire da una domanda a risposta multipla tratta dai test standardizzati INVALSI per la quinta primaria, investighiamo la concezione di numero razionale sviluppata dagli studenti italiani. Lo scopo di questa ricerca è quello di individuare quali invariantioperatori emergono dalle risposte degli studenti e quali di questi conducono più facilmente a conclusioni corrette o errate. Vengono anche osservati alcuni errori comuni nella conversione da frazione a decimale (e viceversa). Sono discusse alcune implicazioni per la pratica e la ricerca.Starting from a multiple-choice question taken from the INVALSI standardized national test in grade 5, we investigate the conception about rational numbers developed by Italian students. The aim of this study is to point out which invariant-operators emerge in students' answers and which one of them conducts more easily to right/wrong conclusions. The analysis reveals four different types of invariantoperators that can result in different conceptions of rational number. Common errors in conversion from fraction to decimal (and viceversa) are revealed. Some implications for practice and research are discussed
From paper-and-pencil to computer-based assessment: an example of qualitative comparative analysis.
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