评估数学高阶思维能力:土耳其大学入学考试分析

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2023-04-17 DOI:10.1080/10627197.2023.2202311

Utkun Aydın, B. Birgili

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引用次数: 0

摘要

摘要在国际上，数学教育改革的方向是超越主题/内容/技能描述，培养学生解决问题的能力。修订后的Bloom分类法和MATH（数学评估任务层次）分类法是这些目标的特征。大学入学考试被视为实现这些目标的一种方式，并影响数学的学习、教学和评估。本研究分析了数学项目（N = 1077）和目标（N = 621）在2005年、2011年和2013年的数学课程中，以确定它们在多大程度上代表这些分类法的维度/类别，以及在反映这些分类法维度/类别方面，项目与目标的一致程度。研究结果表明，这些项目在很大程度上需要自动化的计算技能；这一点在相关的数学课程中也很明显。讨论了对实践的影响，并可以在改革评估中发挥作用。

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Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations

ABSTRACT Internationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students’ problem solving. The Revised Bloom’s Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment.

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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.