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Measuring conceptual understanding: the case of fractions
conference contributionposted on 2013-07-25, 12:11 authored by Ian JonesIan Jones, Matthew InglisMatthew Inglis, Camilla GilmoreCamilla Gilmore, Jeremy Hodgen
Developing 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.
- Mathematics Education Centre
CitationJONES, 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.
PublisherInternational Group for the Psychology of Mathematics Education © the authors
- VoR (Version of Record)
NotesThis is a conference paper.