Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students

Autor/inn/en	Homjan, Suchart; Sri-ngan, Krapan; Homjan, Wanida
Titel	Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students
Quelle	In: Journal of Education and Learning, 11 (2022) 3, S.88-94 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Test Construction; Diagnostic Tests; Addition; Subtraction; Elementary School Students; Foreign Countries; Test Validity; Test Reliability; Elementary School Mathematics; Thailand + Suchen Sie Ihr Suchwort? Testaufbau; Diagnostic test; Diagnostischer Test; Subtraktion; Ausland; Testvalidität; Testreliabilität; Elementare Mathematik; Schulmathematik
Abstract	The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01