Logical Error Analysis and Construction of Tests to Diagnose Student "Bugs" in Addition and Subtraction of Fractions.
Logical Error Analysis and Construction of Tests to Diagnose Student "Bugs" in Addition and Subtraction of Fractions.
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逻辑错误分析和构建测试来诊断学生在分数加法和减法中的“错误”。
DOI：
10.1007/978-3-319-44675-2_26
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发表时间：
1981
期刊：
影响因子：
--
通讯作者：
Mary F. Klein
中科院分区：
文献类型：
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作者：
Mary F. Klein
这份报告说明了一个网络的程序，可用于解决“问题，涉及到加法和减法的分数。该网络基于技能层次结构，用于对学生能力的七个级别进行分类。学生能力的测定依赖于错误诊断测验的精心设计。学生的反应模式的几个例子被用来说明一个程序，以构建一些选定的项目，这样一个测试，它将有内容和结构效度。学生mtsconcepts和不完整的知识的类似的例子，包括说明在使用测试成绩来评估学生的表现的困难/徒劳。该报告包括几个预测错误的列表，这些错误要么是从程序网络的节点预测的，要么是基于初中学生的课堂观察。这些错误已被分类的节点最好地代表误解或不完整的信息。用于评估学生知识的完整测试已列入报告。
This report illustrates a network of procedures which can be used to solve'problems involving the addition and subtraction of fractions. This network, which is based on a skills hierarchy, is used to classify seven levels of student competency. The determination of student compettney depends upon the careful construction of error-diagnostic tests. Several examples of student response patterns are used to illustrate a procedure to construct a few selected items for Such a test so that it will have both content and construct validity. Similiar examples of student mtsconceptions and incomplete knowledge are included to illustrate the difficulty/futility in using test scores to assess student performance. The report includes several lists of ptojected errors which are either predicted from the,nodes of the procedural network or are based on classroom observations of junior high school students. These errors have been classified by the node best representing the misconception or incomplete information. Complete tests which were used to assess student knowledge have been included in the report.