Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments

Autor/inn/en	Ketterlin-Geller, Leanne R.; Shivraj, Pooja; Basaraba, Deni; Yovanoff, Paul
Titel	Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 17 (2019) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2018.1479087
Schlagwörter	Diagnostic Tests; Learning Theories; Test Construction; Learning Processes; Misconceptions; Test Items; Sequential Approach; Multiple Choice Tests; Mathematics Tests; Difficulty Level; Middle School Students; Elementary School Students; Grade 5; Grade 6; Grade 7; Alignment (Education) + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Learning theory; Lerntheorie; Testaufbau; Learning process; Lernprozess; Missverständnis; Test content; Testaufgabe; Schrittfolge; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schwierigkeitsgrad; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Diagnostic assessments are intended to support teachers' instructional decision making by providing instructionally relevant information. In this article, we propose that using cognitive theories of learning to design diagnostic assessments can provide teachers with two diagnostic outcomes: (a) the location of a student's thinking within the learning process, and (b) identification of misconceptions and errors that may underlie student performance. We focus on two test design considerations that may support these diagnostic inferences, specifically (a) sequencing item content to align with learning progressions and (b) constructing multiple-choice items with diagnostically relevant distractors. We provide an illustrative example from middle-school mathematics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01