Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments
Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments
复制标题
使用数学学习进程设计诊断评估的注意事项
DOI：
10.1080/15366367.2018.1479087
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
P. Yovanoff
中科院分区：
文献类型：
--
作者：
L. Ketterlin;Pooja Shivraj;Deni L. Basaraba;P. Yovanoff
诊断性评价旨在通过提供与教学相关的信息来支持教师的教学决策。在这篇文章中，我们提出，使用学习的认知理论设计诊断评估可以为教师提供两个诊断结果：（a）在学习过程中的学生的思维的位置，和（B）识别的误解和错误，可能是学生的表现。我们专注于两个测试设计的考虑，可能会支持这些诊断推理，特别是（a）排序项目内容，以配合学习进度和（B）构建多项选择题与诊断相关的干扰。我们提供了一个中学数学的说明性例子。
ABSTRACT Diagnostic assessments are intended to support teachers’ instructional decision making by providing instructionally relevant information. In this article, we propose that using cognitive theories of learning to design diagnostic assessments can provide teachers with two diagnostic outcomes: (a) the location of a student’s thinking within the learning process, and (b) identification of misconceptions and errors that may underlie student performance. We focus on two test design considerations that may support these diagnostic inferences, specifically (a) sequencing item content to align with learning progressions and (b) constructing multiple-choice items with diagnostically relevant distractors. We provide an illustrative example from middle-school mathematics.
影响因子：
7
作者：
Little TD;Rhemtulla M;Gibson K;Schoemann AM
通讯作者：
Schoemann AM