"Measuring ""To Think Mathematically"": Cognitive Characterization of Achievement Levels in Performance-Based Assessment"
Suzuki, Kyoko
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Permalink
https://hdl.handle.net/2142/80299
Description
Title
"Measuring ""To Think Mathematically"": Cognitive Characterization of Achievement Levels in Performance-Based Assessment"
Author(s)
Suzuki, Kyoko
Issue Date
1998
Doctoral Committee Chair(s)
Harnisch, Delwyn L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Cognitive
Language
eng
Abstract
The reasoning process should be weighed more than the final answer in PBA. One level of a holistic score includes a variety of achievement levels, such as good conceptual knowledge with poor procedural knowledge, good procedural knowledge with poor conceptual knowledge, or good communicating skills with poor mathematical understanding. Therefore, holistic scores are not sufficient to identify achievement levels. Five categories partitioned into two fields are identified as the analytical framework of the MARC scale: Conceptual Knowledge and Procedural Knowledge in Content Field, and Reasoning and Strategies, Maturity, and Communication in Process Field. Within each category, four skill levels are identified; thus, the MARC scale has a 5 x 4 grid. The distinctive features of the MARC scale are: (a) general scoring rubric that provides guidelines on achievement levels across tasks, (b) analytic with five local categories, and (c) holistic within each category. The MARC scale effectively discriminates among students' achievement on the holistic scores between 2 and 4 (0 to 4 scale).
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