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ERIC Number: ED401307
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 56
Abstractor: N/A
Reference Count: N/A
Empirical Results of Using an Analytic versus Holistic Scoring Method To Score Geometric Proofs: Linking and Assessing Greeno, Bloom, and van Hiele Views of Student Abilities To Do Proof.
McBride, Bethe; Carifio, James
This study sought to establish the benefits of an analytic scoring procedure for assessing student performance in doing geometry proofs. Using the cognitive behavior theories of B. Bloom and the theories of J. G. Greeno about geometric knowledge, five criteria were established for assessing performance in proof. After a training session, 3 judges rated the performance of 241 students using the scale on a proof test used in previous research or a newly developed proof test. Student proof scores were established through averaging the judges' ratings. The scores were compared with the scores of other tests intended to measure a student's ability to do proof. Repeated measures of analysis of variance were used to determine the interrater reliabilities for all the ratings, which were consistently high. Cronbach's alpha was used to estimate the internal consistencies of test scores resulting from the new scoring method, which were very high. A step-down analysis of variance for three methods of scoring proof, by proof test form, was conducted to investigate the analytical sensitivity of each method, revealing the analytic scoring method to be much more statistically sensitive. A table of correlations for van Hiele levels and the new assessment criteria was generated, and a convergent/discriminant analysis of correlations revealed that the scoring criteria were not well aligned with van Hiele theory's of geometric thinking. An appendix presents the Revised van Hiele Test. (Contains 6 tables and 16 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A