Σύζευξη διαμορφωτικής και συγκριτικής αξιολόγησης στα μαθηματικά με την τοποθέτηση των λαθών των μαθητών σε κλιμακα Rach

Περίληψη

The aim of the study reported in this paper was to identity the common errors made on tasks that are valued in high stakes assessment in primary mathematics in order to encourage diagnostic teaching. A test was administered to a representative sample of year 6 Cypriot primary pupils (n—802). The Rasch model was used and the data were analyzed by using the computer programme QUEST. A scale was created for the test and analyzed for reliability, fit to the model, meaning and validity. It was also analyzed separately for each of two groups (boys and girls) to test the invariance of the scale. Analysis of the data revealed that the test has satisfactory psychometric properties. Four levels of mathematical thinking were also identified. Moreover, a method was developed for positioning significant errors made by pupils on a Rasch scale. Thus, a diagnostic profile of performance by topic and level which may encourage diagnostic teaching was developed. The findings are discussed with reference to intended uses of the method of error analysis that we developed. The prospect of using national assessment to provide teachers with support for improving national standards is discussed.