Geometrical measurement is one of the most difficult fields in primary school mathematics and regularly found to be an area of weaknesses. The factors affecting the low understanding is due to the lack of valid and reliable assessment instruments. Thus, this study aimed to develop and validate a Geometrical Measurement Skill Instrument (GMSI) to…

This article presents preliminary analysis of a test item in a large-scale study design to promote the development of geometric reasoning progression. Two sets of data were analysed to validate the item designed to assess secondary school students' knowledge of a rectangle. The first data set involved 155 Year 4-10 students from seven trial…

This study investigates one issue related to reading mathematical texts by presenting a two-dimensional framework for assessing reading comprehension of geometric construction texts. The two dimensions of the framework were formulated by modifying categories of reading literacy and drawing on key elements of geometric construction texts. Three…

Background: Correct identification of misconceptions is an important first step in order to gain an understanding of student learning. More recently, four-tier multiple choice tests have been found to be effective in assessing misconceptions. Purpose: The purposes of this study are (1) to develop and validate a four-tier misconception test to…

There is an emerging consensus that spatial thinking is fundamental to later success in math and science. The goals of this study were to design and evaluate a novel test of three-dimensional (3D) mental rotation for 4- to 8-year-old children (N?=?165) that uses tangible 3D objects. Results revealed that the measure was both valid and reliable and…

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy.…

Summarizes a reanalysis of the data from an investigation of a test designed to measure a learning sequence in geometry based on the work of van Hiele (1986). Discusses the test based on the Rasch model. (YP)

Responds to Crowley's and Wilson's articles on the reliability of the van Hiele Geometry Test. Discusses the issue of the difficulty of trying to maximize content validity while minimizing measurement error. (YP)