Journal article
Diagnosing Teachers' Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework
Educational measurement, issues and practice, Vol.33(1), pp.2-14
03/01/2014
DOI: 10.1111/emip.12020
Abstract
We report a multidimensional test that examines middle grades teachers' understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers' and students' reasoning in this content area. We administered the test to a national sample of 990 in-service middle grades teachers and analyzed the item responses using the log-linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery.
Details
- Title: Subtitle
- Diagnosing Teachers' Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework
- Creators
- Laine Bradshaw - University of GeorgiaAndrew Izsak - University of GeorgiaJonathan Templin - University of GeorgiaErik Jacobson - University of Georgia
- Resource Type
- Journal article
- Publication Details
- Educational measurement, issues and practice, Vol.33(1), pp.2-14
- Publisher
- Wiley
- DOI
- 10.1111/emip.12020
- ISSN
- 0731-1745
- eISSN
- 1745-3992
- Number of pages
- 13
- Grant note
- 1125621 / Direct For Education and Human Resources; National Science Foundation (NSF); NSF- Directorate for Education & Human Resources (EHR) DRL-0903411; SES-1030337 / National Science Foundation; National Science Foundation (NSF)
- Language
- English
- Date published
- 03/01/2014
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371294402771
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