This paper addresses the problem of whether two-dimensional solutions with different apparent meanings and different implied interpretations of the number-correct scale could be produced from the same test data set by simply shifting the orientation of the two-dimensional projection plane. An artificial data set of 3,000 response vectors and a…

Research supports the premise that various mathematical topics can be categorized as being performed better by the left or right brain hemisphere. This study examined the effect of left and right brain hemispheric lateralization exercises upon course grades in two sections of Analysis I (beginning calculus for mathematics/science majors) at a…

This document contains teaching modules based on 17 objectives for grade 3 mathematics. The modules may be used for program evaluation and curricular planning as well as detailed outlines for classroom activities. Each module has eight sections: (1) "Objective"; (2) "Explanation of Objective"; (3) "Prerequisite…

This document contains teaching modules based on 20 objectives in grade 5 mathematics. The modules may be used for program evaluation and curricular planning as well as detailed outlines for classroom activities. Each module has eight section: (1) "Objective"; (2) "Explanation of Objective"; (3) "Prerequisite Skills";…

This study was designed to investigate whether the implementation and integration of the use of the Explorer Calculator into the curriculum influenced students in grades three through six. The sample consisted of approximately 440 students who were assigned to the treatment group or the control group. Achievement scores from the Iowa Test of Basic…

The basic rationale for incorporating information about instructional experiences in the design and analysis of assessment data is that student ability, topic exposure, and forms of instructional exposure each contribute to student performance as measured at a given point in time. The purpose of this study is to investigate the degree of…

Fifty-five college students participated in a study investigating the effect of field dependence and time limitations on the solution of mathematics word problems and visual interpretation problems. Field-independent (n=25) and field-dependent (n=30) subjects represented the upper and lower thirds on the Hidden Figures Test. Field-independent…

This bibliography identifies reports of research on correlates, causes, effects, and treatment of test anxiety. The listing was developed for a synthesis of research, performed by meta-analysis at Adrian College, Michigan in 1986-87. Guidelines for including studies were applied as follows: (1) the research concerned academic test anxiety, using…

This is the final test for students in the twelfth-grade course Mathematics 30, offered in schools in Alberta, Canada. It contains 52 multiple-choice questions and five written-response problems, with two-and-one-half hours allowed for completion. Approved calculators may be used. Scoring is done by the provincial education department. (RH)

This manual is designed for those researchers using the databank on classroom process surveys for the population of 13-year-olds in the Second International Mathematics Study. The manual opens with overviews of the study and the databank and states the purpose of the training. In the second section on "Interpretation," the codes, layout,…

This study examined whether the item response curves from a two-parameter model reflected characteristics of the mathematics items, each of which required unique cognitive tasks. A computer program performed error analysis of test performance. Cognitive subtasks appeared to influence the slopes and difficulties of item response curves. (GDC)

Examines gender and rural-urban differences in achievement and macro- and micro-skills in mathematics. A representative sample of classrooms consisting of 1587 students from a mid-western Canadian province was administered a standardized achievement test battery. Concludes females scored better than males in all areas except mathematics and…

A teacher describes how she has incorporated oral assessment into her classroom. Having students comment on each other's work and extending classroom conversation are seen as ways to facilitate oral assessment. (PK)

Argues that, because problem solving has two aspects, a thinking process and a final product, a good evaluation requires consideration of both aspects. A holistic scoring point system is described. (PK)

This paper describes some experimental work with teachers in a number of Australian schools to provide criterion-referenced assessments of student achievement. Student performance is analyzed using assessment materials developed within each school. Teachers are provided with computer generated reports and assisted in monitoring progress. (LMO)