Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17787
Title: 
Levels of attainment in number for pupil performance profile in the primary school
Authors: 
Issue Date: 
Jul-1994
Citation: 
Foong, P. Y. (1994). Levels of attainment in number for pupil performance profile in the primary school. In G. Bell, B. Wright & N. Leeson (Eds.), Challenges in mathematics education: Constraints on construction - Proceedings of the 17th annual conference of the Mathematics Education Research Group of Australasia (p. 253-261). Lismore, Australia: MERGA of Australasia.
Abstract: 
This paper reports a part of an on going Pupil Profiling Project in mathematics, which aims to produce a set of six test instruments on number, measurement and geometry for Primary 3 and 5. Item response theory was used for analysis of the test results to provide profiles of pupil performance on their levels of attainment of basic skills and processes across the mathematics curriculum. Such profiles served as semi-diagnostic information for teachers to assess in greater details the weaknesses and strength of individual pupils. The development of one of the tests on Number for Primary 3 will be presented in this paper. For each test a sequence of attainment levels was identified. The lowest levels consisted of elementary knowledge and skills while the higher levels reflect increasing complexity of understanding and the use of more advanced problem solving processes. The two objectives of this study are: i) to develop and validate tests on Number for use in Primary 3 school-based assessment, ii) apply item response theory to analyse data and to present results in a form of "Kidmaps" that are meaningful to teachers and pupils.
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