Using Rule Space and Poset-based Adaptive Testing Methodologies to Identify Ability Patterns in Early Mathematics and Create a Comprehensive Mathematics Ability Test

使用规则空间和基于偏序集的自适应测试方法来识别早期数学中的能力模式并创建全面的数学能力测试

• 批准号: 1313695
• 负责人: Douglas Clements
• 金额: $ 188.75万
• 依托单位: University of Denver
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-01 至 2018-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1313695&HistoricalAwards=false
• 关键词: Using; Rule; Space; Poset; based

A new assessment for children ages 3-7 is being developed to provide teachers with diagnostic information on a child's development of mathematics facility on ten domains such as counting, sequencing, adding/subtracting, and measurement. The Comprehensive Research-based Mathematics Assessment (CREMA) is being developed using innovative psychometric models to reveal information about children on specific attributes for each of the 10 domains. The CREMA will produce information based on carefully developed learning trajectories in a relative short period of time by using computer adaptive testing. The project is guided by two goals: 1) to produce a cognitively diagnostic adaptive assessment that will yield more useful and detailed information about students' knowledge of mathematics than previously possible, and 2) subject the developmental progressions to close cognitive diagnosis using cutting-edge psychometric approaches. An item pool of about 350 items is being developed that can be used to identify the level of understanding children ages 3-7 have on the 10 domains that have been identified as foundational to further learning in mathematics. A research team headed by Dr. Douglas Clements at the University of Buffalo is conducting the development work while being assisted by Dr. Curtis Tatsuoka, a statistician at Case Western Reserve University.The CREMA is being developed using leading-edge psychometric models based on Q-Matrix theory, rule-state models, and posets. The initial item pool includes items from the REMA, a previously developed instrument based on unidemensional IRT models. New items are being piloted with at least 200 students from a group of a total of 800 students evenly distributed among pre-K to grade 2. The successful items then are used to create the new CREMA. The new assessment is being field tested with 300 children, pre-K to grade 2. A random sample of 50 students (at least 10 from each grade) is being video taped as they work the items. Specific criteria of convergence are being used for feedback on how specific items are performing to meet the required specifications. An external evaluator is auditing the process and is doing spot checks of item codings and other analyses performed.The main product will be the CREMA that will be made widely available. This instrument using computer adaptive testing will provide teachers with ready information on young children's understanding of critical mathematical ideas. The new psychometric models that will be used and developed to process multiple attributes from individual items will make large strives to move forward the field of mathematics assessment of young children. A publisher has expressed interest to make the assessment widely available that increases the likelihood the assessment will have large impact on early childhood mathematics learning.

一项针对 3-7 岁儿童的新评估正在开发中，旨在为教师提供有关儿童在计数、排序、加/减和测量等 10 个领域的数学能力发展的诊断信息。基于研究的综合数学评估 (CREMA) 正在使用创新的心理测量模型来开发，以揭示儿童在 10 个领域中每个领域的特定属性的信息。 CREMA 将通过使用计算机自适应测试在相对较短的时间内根据精心开发的学习轨迹生成信息。该项目有两个目标：1）进行认知诊断适应性评估，从而产生比以前更有用、更详细的关于学生数学知识的信息；2）使用尖端的心理测量方法对发展进程进行密切的认知诊断。正在开发一个包含约 350 个项目的项目库，可用于确定 3-7 岁儿童对 10 个已被确定为进一步学习数学基础的领域的理解水平。由布法罗大学 Douglas Clements 博士领导的研究小组正在凯斯西储大学统计学家 Curtis Tatsuoka 博士的协助下进行开发工作。CREMA 正在使用基于 Q 矩阵理论、规则状态模型和偏序集的前沿心理测量模型进行开发。初始项目池包括来自 REMA 的项目，REMA 是之前基于一维 IRT 模型开发的工具。新项目正在对 800 名学生中的至少 200 名学生进行试点，这些学生均匀分布在学前班到二年级。然后，成功的项目将用于创建新的 CREMA。新的评估正在对 300 名从学前班到二年级的儿童进行现场测试。随机抽取 50 名学生（每个年级至少 10 名）在做项目时进行录像。具体的收敛标准用于反馈特定项目如何满足所需的规范。外部评估员正在审核流程，并对项目编码进行抽查并进行其他分析。主要产品将是广泛使用的 CREMA。这种使用计算机自适应测试的工具将为教师提供有关幼儿对关键数学思想的理解的现成信息。将使用和开发的新心理测量模型来处理单个项目的多个属性，将大力推动幼儿数学评估领域的发展。一家出版商表示有兴趣广泛推广该评估，从而增加该评估对幼儿数学学习产生重大影响的可能性。