The Impact of Item Stem Format on the Dimensional Structure of Mathematics Assessments

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2018-11-13 DOI:10.1080/10627197.2018.1545569

A. Kan, O. Bulut, D. Cormier

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引用次数: 12

Abstract

ABSTRACT Item stem formats can alter the cognitive complexity as well as the type of abilities required for solving mathematics items. Consequently, it is possible that item stem formats can affect the dimensional structure of mathematics assessments. This empirical study investigated the relationship between item stem format and the dimensionality of mathematics assessments. A sample of 671 sixth-grade students was given two forms of a mathematics assessment in which mathematical expression (ME) items and word problems (WP) were used to measure the same content. The effects of mathematical language and reading abilities in responding to ME and WP items were explored using unidimensional and multidimensional item response theory models. The results showed that WP and ME items appear to differ with regard to the underlying abilities required to answer these items. Hence, the multidimensional model fit the response data better than the unidimensional model. For the accurate assessment of mathematics achievement, students’ reading and mathematical language abilities should also be considered when implementing mathematics assessments with ME and WP items.

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题干格式对数学评价维度结构的影响

摘要题干格式可以改变认知复杂性以及解决数学题所需的能力类型。因此，题干格式可能会影响数学评估的维度结构。本实证研究探讨了题干格式与数学评估维度之间的关系。对671名六年级学生进行了两种形式的数学评估，其中数学表达（ME）项目和单词问题（WP）用于测量相同的内容。运用单维度和多维项目反应理论模型，探讨了数学语言和阅读能力对ME和WP项目反应的影响。结果表明，WP和ME项目在回答这些项目所需的基本能力方面似乎有所不同。因此，多维模型比一维模型更适合响应数据。为了准确评估数学成绩，在使用ME和WP项目进行数学评估时，还应考虑学生的阅读和数学语言能力。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.