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ERIC Number: EJ1078568
Record Type: Journal
Publication Date: 2015-Nov
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments
Zhang, Danhui; Orrill, Chandra; Campbell, Todd
School Science and Mathematics, v115 n7 p356-365 Nov 2015
The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an assessment constructed from PISA released items to 516 15-year-old middle school students in China. The findings suggest that while PISA attributes showed promise for providing insight into how students were classified in mathematics and science, when combined these attributes were not found. Our findings suggest that students do not seem to be applying attribute strengths to the dataset as a whole (i.e., mathematics and science items combined) in ways that differentiate them from students who appear weaker for those attributes.
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; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Program for International Student Assessment