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ERIC Number: ED563048
Record Type: Non-Journal
Publication Date: 2013
Pages: 13
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: N/A
Designing and Redesigning a Framework for Assessing Students' Understanding of Foundational Fractions Concepts
Mendiburo, Maria; Williams, Laura; Henson, Robert; Hasselbring, Ted
Society for Research on Educational Effectiveness
The fact that research has shown that fractions are among the most difficult mathematical concepts for elementary school students to master (Behr, Harel, Post, & Lesh, 1992; Bezuk & Cramer, 1989; Moss & Case, 1999) provides a compelling motivation for research and innovation focused on improving the available assessment and instructional tools related to fractions concepts. To address students' deficiencies in learning fractions prior to beginning algebra, the researchers began an IES-funded development project called Helping At-risk students Learn Fractions (HALF). The project aims to develop and pilot test a complete, technology-based fractions intervention program. To date, the authors have created 243 multiple-choice assessment items that measure multiple aspects of the content domain of fractions and have completed four rounds of pilot testing these items. In this paper, they report findings from their pilot testing that contradicted the content framework they developed at the beginning of the HALF project. Using a sample of 880 fifth- and sixth-grade students drawn from 9 public and private school sites in Tennessee, they focused on determining whether the theoretical framework developed in the learning objectives is a good fit for the item data they have collected. Tables and figures are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee