An Online Game-Based Computational Estimation Assessment Combining Cognitive Diagnostic Model and Strategy Analysis

Autor/inn/en	Shih, Shu-Chuan; Kuo, Bor-Chen; Lee, Shu-Juan
Titel	An Online Game-Based Computational Estimation Assessment Combining Cognitive Diagnostic Model and Strategy Analysis
Quelle	In: Educational Psychology, 39 (2019) 10, S.1255-1277 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shih, Shu-Chuan) ORCID (Kuo, Bor-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1501468
Schlagwörter	Grade 3; Grade 4; Elementary School Students; Computation; Addition; Subtraction; Problem Solving; Elementary School Mathematics; Foreign Countries; Evaluation Methods; Computer Games; Student Evaluation; Arithmetic; Cognitive Ability; Taiwan + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Subtraktion; Problemlösen; Elementare Mathematik; Schulmathematik; Ausland; Computer game; Computerspiel; Computerspiele; Schulnote; Studentische Bewertung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit
Abstract	This study established an online game-based assessment to explore third and fourth graders' performance of computational estimation in addition and subtraction. Students' computational estimation strategies could be automatically recorded and classified in this assessment, and the Higher-Order DINA model was used as a measurement model in order to provide more information of individual learning status. A total of 729 students in Taiwan participated in this study. 349 third graders and 380 fourth graders randomly selected from two elementary schools. Results showed that (a) successful problem-solvers tended to perform computational estimation with good intuitive number sense or relied on item content to adopt effective computational estimation strategies, (b) fourth graders' estimation ability in addition and subtraction was significantly better than third-graders' ability, and (c) students at different ability levels used different computational estimation strategies and mastered different computational estimation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01