ERIC Number: ED435625
Record Type: RIE
Publication Date: 1997-Mar
Cognitive Constructs Measured in Word Problems: A Comparison of Students' Responses in Performance-Based Tasks and Multiple-Choice Tasks for Reasoning.
This study investigated cognitive constructs to be measured by word problems in algebra. One performance-based assessment was administered to 290 high school students. Students' responses were scored by three scoring systems: the correct/incorrect criterion (0/1); a holistic scoring rubric (0-4); and an analytical scoring rubric for measuring maturity levels of mathematical reasoning (0-4). The results demonstrate that cognitive constructs in a performance-based format were different from those in a multiple-choice format. Outcome cognitive constructs in students' responses were not the same as the planned ones in tasks. Bloom's Taxonomy was not sufficient for classifying mathematical reasoning. The correct/incorrect scores could not distinguish different levels of mathematical reasoning. The combined use of a holistic scoring rubric and an analytical one for reasoning were informative. (Contains 1 table, 8 figures, and 13 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).