Preliminary Studies on a Test of Pattern Learning for Aptitude Assessment With Disadvantaged Students. Final Report (original) (raw)
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Mathematics Education Research Journal, 2019
This article presents preliminary analysis of a test item in a large-scale study design to promote the development of geometric reasoning progression. Two sets of data were analysed to validate the item designed to assess secondary school students' knowledge of a rectangle. The first data set involved 155 Year 4-10 students from seven trial schools across social strata. The second data set involved 585 Year 7-10 students from eleven project schools situated in lower socioeconomic areas. The aim was to audit Australian students' knowledge of hierarchy of shapes and document the process of validating a test item. The findings indicated that an iterative process of design, test and redesign, incorporating Sfard's mathematical discourse framework and a multi-stage Rasch analysis, is vital in validating the results. A distinct change in students' reasoning about rectangle is observed and this is not due to age. Moreover, Rasch analysis identified eight distinct thinking zones to assist in mapping out a learning progression for developing geometric reasoning. Keywords Geometric knowledge. Visuospatial reasoning. Student knowledge. Learning progression Researchers into improving student outcomes have long recognised that quality teaching is the most important determinant in student achievement, after all other source of variations, such as gender, social backgrounds of students, disabilities and differences between schools are taken into account (
A comparison of learning potential results at various educational levels
6th annual conference of the Society for Industrial and …, 2003
In the measurement of reasoning ability, persons from poor educational and/or socioeconomic backgrounds may be at a disadvantage when standard cognitive tests are used. Standard cognitive tests often rely quite heavily on crystallized abilities which are influenced by prior learning experiences. Internationally and locally there have been calls to also consider the learning potential of individuals, since this allows to some extent for disparities in prior learning opportunities. Criticisms of learning potential measures have included the long administration time as well as the limited empirical research results. This presentation provides learning potential results of groups from various educational levels, with specific reference to construct and criterion validity results.
Using and Testing Hypotheses in Concept Attainment by Children
Hypothesis behavior on three dimensional concept attainment problems was measured for 48 children (12 each at grades K; 21 4# and 6). Every feedback trial was followed by a blank trial, a,procedure that provided separate measures of Ss, ability to use hypotheses and test hypotheses. A S was considered to be "using" when his hypothesis inferred from a blank trial was consistent with his choice on the next feedback triala Given that a S was "using", he was considered to be "testing" when he correctly reevaluated his hypotheSis following a feedback trial (win-stay, lose-switch). Young children did not use hypothese5 as often as older children, and those who did use hypotheses tended to ,be less successful than older children in testing for validity. In particular, the youngest children were more likely to retain an incorrect hypothesis in spite of repeated negative feedback. Although younger children were less successful in reaching solution, those who did solve were likely to solve as fast as older children who solved. The usual, dimensional preferences were not found: Childien from each age group solved equally often using color, number, and shape dimensions. Experience with all three dimensions on the training tasks may have removed initial biases. (Author)
Objective-based Achievement Testing in the Context of Schema Theory
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The relationship of estimated learning potential to performance on a learning task and achievement
Psychology in the Schools, 1985
The Estimated Learning Potential (ELP), a score obtained through the System of Multicultural Pluralistic Assessment (SOMPA), is purported to be a more appropriate index of potential for socioculturally different children. Prior studies have suggested a lower correlation with academic achievement than that of the traditional IQ score. The validity of the ELP has, therefore, been questioned. This study attempted to determine whether the ELP or IQ score would be the better predictor of performance on a learning task for 31 black and 32 white EMR children. The learning task was presented in a test-teach-test paradigm. Results suggest that the ELP did not correlate more highly with learning task performance than did the 1Q score. However, the ELP may be more differentially sensitive to declassifying black children as retarded. The validity and the social consequences of the use of the IQ, ELP, and performance, after teaching, on the learning task for classification decisions also are discussed.