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ERIC Number: EJ1026312
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0731-1745
Diagnosing Teachers' Understandings of Rational Numbers: Building a Multidimensional Test within the Diagnostic Classification Framework
Bradshaw, Laine; Izsák, Andrew; Templin, Jonathan; Jacobson, Erik
Educational Measurement: Issues and Practice, v33 n1 p2-14 Spr 2014
We report a multidimensional test that examines middle grades teachers' understanding of fraction arithmetic, especially multiplication and division. The test is based on four attributes identified through an analysis of the extensive mathematics education research literature on teachers' and students' reasoning in this content area. We administered the test to a national sample of 990 in-service middle grades teachers and analyzed the item responses using the log-linear cognitive diagnosis model. We report the diagnostic quality of the test at the item level, mastery classifications for teachers, and attribute relationships. Our results demonstrate that, when a test is grounded in research on cognition and is designed to be multidimensional from the onset, it is possible to use diagnostic classification models to detect distinct patterns of attribute mastery.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A