Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The investigation of cognitive processes in mathematics learning with item response theory
Download
index.pdf
Date
2009
Author
Özkaya Seçil, Selcen
Metadata
Show full item record
Item Usage Stats
230
views
56
downloads
Cite This
The importance of learning mathematics and using it in daily life is obvious. On the other hand, the results from many national and international assessment studies show that the achievement of Turkish students are very far away from the bare minimum performance. However, in the measurement and evaluation procedures of both primary and secondary educational system, there is a lack of identification of this “bare minimum” or qualitative and clear descriptors for performance levels. A great importance is dedicated to the national exam results expressed in percentage terms of the correct responses, or in total score points in weighted scale scores, but there is still no system of presenting to students their scores with descriptions of these scores in terms of levels of skills that they did or did not reach. Therefore, this study has aimed to identify the knowledge and skills required for different performance levels defined by setting cut points for the results of a 4th grade mathematics achievement test. The test was conducted in 2007-2008 academic year with 269 fourth grade students in eight different private primary schools in Istanbul. Then, in 2008-2009 academic year, a group of ten teachers of mathematics and assessment experts took part in the study for identifying the performance level descriptors for 4th grade mathematics performance. Two different methods of standard setting were used. One of the methods was based on the oneparameter model of Item Response Theory (IRT) and mostly named as Bookmark Method. The method depended on the statistical identification of the cut points on the scale for performance levels such as Below Basic, Basic, Proficient, and Advanced. The other method was a judgmental method which required the participant teachers to classify the item as carrying the characteristics of performance levels, again, as Below Basic, Basic, Proficient, and Advanced. The study revealed that the item mappings from two methods were congruent to each other. There was a hierarchical ordering in terms of skills among the performance levels. Also, the results demonstrated that understanding and computation skills were heavily characteristics of Below Basic and Basic levels, whereas, problem solving skill was reached by the students of Proficient and Advanced levels.
Subject Keywords
Secondary education.
,
Educational tests and measurements.
URI
http://etd.lib.metu.edu.tr/upload/12611219/index.pdf
https://hdl.handle.net/11511/19110
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
Impact of 5e learning cycle on sixth grade students' mathematics achievement on and attitudes toward mathematics
Pulat, Selma; Bulut, Safure; Department of Educational Sciences (2009)
The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students’ mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher fiv...
A modeling study : the interrelationships among elementary students’ epistemological beliefs, learning enviroment perceptions, learning approaches and science achievement
Uysal, Emel; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2010)
This study is aimed to explore the relationships among elementary students’ epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students’ perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) st...
THE DEVELOPMENT OF ATTITUDES AND BELIEFS QUESTIONNAIRE TOWARDS USING HISTORY OF MATHEMATICS IN MATHEMATICS EDUCATION
Alpaslan, Mustafa; Işıksal Bostan, Mine; Haser, Çiğdem (2011-02-13)
This study intends developing a valid and reliable instrument in order to determine pre-service mathematics teachers' attitudes and beliefs towards using history of mathematics in school mathematics courses. The data were collected at the beginning of the fall semester of 2010-2011 academic year from 237 teacher candidates in Turkey via Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education (ABHME) Questionnaire developed by the researchers. The reliability coefficient of t...
The effects of problem solving approaches on students’ performance and self-regulated learning in mathematics
Polat, Zeynep Sonay; Bulut, Safure; Department of Secondary Science and Mathematics Education (2009)
The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers’ basic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructe...
Identifying factors that affect students' acceptance of web-based assessment tools within the context of higher education
Alkış, Nurcan; Özkan Yıldırım, Sevgi; Department of Information Systems (2010)
The main aim of this thesis study is to identify the factors that affect higher education students’ perceptions of computerized assessment for learning. This study additionally aims to help effective use of computers in assessment activities by guiding the teachers or educational organization by interpreting the factors that affect students’ attitudes toward computer use in examinations. Quantitative research design has been used in this study. When choosing the participants, nonprobability sampling strateg...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
S. Özkaya Seçil, “The investigation of cognitive processes in mathematics learning with item response theory,” Ph.D. - Doctoral Program, Middle East Technical University, 2009.