Constructing Progress Maps of Digital Technology for Diagnosing Mathematical Proficiency

Autor/inn/en	Junpeng, Putcharee; Krotha, Jenrop; Chanayota, Kanokphon; Tang, KeowNgang; Wilson, Mark
Titel	Constructing Progress Maps of Digital Technology for Diagnosing Mathematical Proficiency
Quelle	In: Journal of Education and Learning, 8 (2019) 6, S.90-102 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Progress Monitoring; Educational Diagnosis; Mathematics Skills; Algebra; Grade 7; Foreign Countries; Secondary School Students; Numbers; Outcomes of Education; Technology Uses in Education; Academic Standards; Thailand + Suchen Sie Ihr Suchwort? Pedagogical diagnostics; Pädagogische Diagnostik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Sekundarschüler; Zahlenraum; Lernleistung; Schulerfolg; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This research aims to construct and validate progress maps of digital technology for diagnosing the multidimensional mathematical proficiency (MP) in Number and Algebra for Grade 7 students utilizing the Construct Modeling Approach. Researchers employed four building blocks as follows. Firstly, researchers developed the progress maps as an assessment framework of multidimensional MP. This is followed by creating the test for diagnosing MP. Next, researchers assigned scoring criteria and created the transition points of students' MP levels. Finally, researchers validated the quality of the progress maps through empirical evidence. A total sample 1,500 Grade 7 students was used to support the validity and reliability evidence of the progress maps through the Wright Map using Multidimensional Random Coefficients Multinomial Logit Model. Results revealed that there were two dimensions of progress maps, namely mathematical procedures (MAP) and structure of learning outcome (SLO), and the researchers investigated three strands of validity evidence, namely test content, response processes, and internal structure. The reliability values in the MAP and SLO were 0.84 and 0.80 respectively. Finally, the Grade 7 students were mainly found to be at level-2 in the MAP dimension (44.95%) and the SLO dimension (61.57%). The experts' evaluation results showed that the digital technology that was developed at the "most appropriate" quality levels in terms of usefulness, suitability, and accuracy, and at the "very appropriate" for the feasibility aspect, and hence is successfully contributing to the clarification of learning goals, to support for student-centered instruction, and that it is helpful in improving in teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01