An Application of the Rasch Measurement Theory to an Assessment of Geometric Thinking Levels

Autor/inn/en	Stols, Gerrit; Long, Caroline; Dunne, Tim
Titel	An Application of the Rasch Measurement Theory to an Assessment of Geometric Thinking Levels
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 19 (2015) 1, S.69-81 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2015.1012909
Schlagwörter	Item Response Theory; Geometry; Geometric Concepts; Mathematical Concepts; Learning Theories; Mathematics Tests; Mathematics Skills; Pretests Posttests; Scores; Statistical Analysis; Test Items; Goodness of Fit; Test Bias; Secondary School Mathematics; Secondary School Students; Student Evaluation; Item Analysis; Difficulty Level + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Geometrie; Elementare Geometrie; Learning theory; Lerntheorie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Statistische Analyse; Test content; Testaufgabe; Testkritik; Sekundarschüler; Schulnote; Studentische Bewertung; Itemanalyse; Schwierigkeitsgrad
Abstract	The purpose of this study is to apply the Rasch model to investigate both the Van Hiele theory for geometric development and an associated test. In terms of the test, the objective is to investigate the functioning of a classic 25-item instrument designed to identify levels of geometric proficiency. The dataset of responses by 244 students (106 for a pre-test and 138 for a post-test) of whom 76 sat both the pre-test and the post-test. The summary item statistics do not show statistically discernible differences between observed and expected scores under the Rasch model (chi-square statistic). The Rasch analysis confirms to a strong extent the Van Hiele theory of geometric development. The study identifies some problematic test items as they only require knowledge of a specific aspect of geometry instead of testing geometric reasoning. In terms of the Van Hiele theory, the Rasch analyses identified as problematic some items about class inclusion, an issue that has also been raised in other studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01