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Download full textHai Li; Wanli Xing; Chenglu Li; Wangda Zhu; Simon Woodhead – Journal of Learning Analytics, 2025
Knowledge tracing (KT) is a method to evaluate a student's knowledge state (KS) based on their historical problem-solving records by predicting the next answer's binary correctness. Although widely applied to closed-ended questions, it lacks a detailed option tracing (OT) method for assessing multiple-choice questions (MCQs). This paper introduces…
Descriptors: Mathematics Tests, Multiple Choice Tests, Computer Assisted Testing, Problem Solving
Ilgun Dibek, Munevver; Toker, Zerrin – International Journal of Assessment Tools in Education, 2022
This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based. A qualitative research approach is used in this study. The eighth-grade mathematics textbook used…
Descriptors: Foreign Countries, Mathematics Education, Textbooks, Mathematics Tests
Direct linkChin, Huan; Chew, Cheng Meng – Education and Information Technologies, 2022
Solving word problems involving 'Time' is an important skill but poor mastery of the skill among elementary students has often been reported in the literature. In addition, the available diagnostic tools in the literature might be less efficient for identifying the various errors made by many students in solving word problems. Thus, an online…
Descriptors: Cognitive Tests, Diagnostic Tests, Problem Solving, Word Problems (Mathematics)
Craig Pournara; Lynn Bowie – South African Journal of Childhood Education, 2023
Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation. Aim: To investigate Grade 7 learners' mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic. Setting: Data were…
Descriptors: Mathematics Education, Knowledge Level, Grade 7, COVID-19
Rakes, Christopher R.; Ronau, Robert N. – International Journal of Research in Education and Science, 2019
The present study examined the ability of content domain (algebra, geometry, rational number, probability) to classify mathematics misconceptions. The study was conducted with 1,133 students in 53 algebra and geometry classes taught by 17 teachers from three high schools and one middle school across three school districts in a Midwestern state.…
Descriptors: Mathematics Instruction, Secondary School Teachers, Middle School Teachers, Misconceptions
Bulunuz, Nermin; Bulunuz, Mizrap; Karagöz, Funda; Tavsanli, Ömer Faruk – Journal of Education in Science, Environment and Health, 2016
The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…
Descriptors: Middle School Students, Academic Achievement, Standardized Tests, Science Tests
Bulunuz, Nermin; Bulunuz, Mizrap; Karagoz, Funda; Tavsanli, Omer Faruk – Online Submission, 2016
The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…
Descriptors: Middle School Students, Academic Achievement, Standardized Tests, Science Tests
Lim, Kien H. – Mathematics Teaching in the Middle School, 2014
Student errors are springboards for analyzing, reasoning, and justifying. The mathematics education community recognizes the value of student errors, noting that "mistakes are seen not as dead ends but rather as potential avenues for learning." To induce specific errors and help students learn, choose tasks that might produce mistakes.…
Descriptors: Secondary School Mathematics, Middle School Students, Error Patterns, Error Correction
Noble, Tracy; Rosebery, Ann; Suarez, Catherine; Warren, Beth; O'Connor, Mary Catherine – Applied Measurement in Education, 2014
English language learners (ELLs) and their teachers, schools, and communities face increasingly high-stakes consequences due to test score gaps between ELLs and non-ELLs. It is essential that the field of educational assessment continue to investigate the meaning of these test score gaps. This article discusses the findings of an exploratory study…
Descriptors: English Language Learners, Evidence, Educational Assessment, Achievement Gap
