Assessing Conceptual Understanding in Mathematics: Representations, Problem Solutions, Justifications, and Explanations  

Oleh:

Niemi, David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 89 no. 06 (Jul. 1996), page 351-364.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT Capitalizing on recent advances in cognitive theory and research, several measures oi fraction knowledge were developed and administered to 540 fifth-grade students in 22 classrooms. Students were asked to represent their conceptual knowledge in several different task contexts and formats, and performance was compared across tasks. As hypothesized, level of representational knowledge predicted performance on problem solving, justification, and explanation tasks. It was also found that explanations and justifications could be reliably and efficiently judged and that the assessments provided diagnostic information on the level and quality of individual students' understanding. These and other results support the validity of the assessment design strategy and augment a growing base of evidence on the tenability of written performance assessments for classroom diagnosis and instructional improvement, as well as for larger scale assessment and evaluation purposes.

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