Jones_PME_2013.pdf (795.62 kB)
Measuring conceptual understanding: the case of fractions
conference contribution
posted on 2013-07-25, 12:11 authored by Ian JonesIan Jones, Matthew InglisMatthew Inglis, Camilla GilmoreCamilla Gilmore, Jeremy HodgenDeveloping measures of the quality of understanding of a given mathematical concept
has traditionally been a difficult and resource-intensive process. We tested an
alternative approach, called Comparative Judgement (CJ), that is based not on
psychometric instruments or clinical interviews but collective expertise. Eight
mathematics education experts used CJ to assess 25 student responses to a test
designed to probe conceptual understanding of fractions. Analysis revealed the CJ
assessment process yielded high internal consistency, inter-rater reliability and
validity. We discuss the implications of the results for using CJ to measure
mathematical understanding in a variety of domains and contexts.
History
School
- Science
Department
- Mathematics Education Centre
Citation
JONES, I ... et al, 2013. Measuring conceptual understanding: the case of fractions. IN: Lindmeier, A.M. and Heinze, A. (eds). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME 37), 28th July-2nd August 2013, Kiel, Germany, vol 3, pp. 113-120.Publisher
International Group for the Psychology of Mathematics Education © the authorsVersion
- VoR (Version of Record)
Publication date
2013Notes
This is a conference paper.Publisher version
Language
- en