Expert-Based Attribute Identification and Validation on Fraction Subtraction: A Cognitively Diagnostic Assessment Application

Autor/inn/en	Akbay, Lokman; Terzi, Ragip; Kaplan, Mehmet; Karaaslan, Katibe Gizem
Titel	Expert-Based Attribute Identification and Validation on Fraction Subtraction: A Cognitively Diagnostic Assessment Application
Quelle	In: Journal on Mathematics Education, 8 (2017) 1, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Mathematics Instruction; Teaching Methods; Fractions; Subtraction; Grade 6; Cognitive Processes; Mathematics Skills; Test Construction; Protocol Analysis; Multiple Choice Tests; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bruchrechnung; Subtraktion; School year 06; 6. Schuljahr; Schuljahr 06; Cognitive process; Kognitiver Prozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Testaufbau; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Türkei
Abstract	In this study, we describe the methodology used to identify and validate a set of expert-defined fraction subtraction related attributes. These attributes are expected to be mastered by 6th grade students toward proficiency in fraction subtraction. This research argues and demonstrates that state standards guiding subject instruction plays an important role in the identification of the domain related fundamental attributes. This study also illustrates complete implementation of cognitive diagnosis model framework, which is used to extract diagnostic information about students' specific strengths and weaknesses. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://ejournal.unsri.ac.id/index.php/jme/issue/view/408
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01