id: 06297448
dt: a
an: 2014c.00327
au: Jones, Ian; Inglis, Matthew; Gilmore, Camilla; Hodgen, Jeremy
ti: Measuring conceptual understanding: the case of fractions.
so: Lindmeier, Anke M. (ed.) et al., Proceedings of the 37th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics learning across the life span", PME 37, Kiel, Germany,
July 28‒August 2, 2013. Vol. 3. Kiel: IPN‒Leibniz Institute for
Science and Mathematics Education at the University of Kiel (ISBN
978-3-89088-289-5). 113-120 (2013).
py: 2013
pu: Kiel: IPN‒Leibniz Institute for Science and Mathematics Education at the
University of Kiel
la: EN
cc: D20 C30 F40
ut: conceptual understanding; fractions; comparative judgement; mathematical
understanding; measurement of understanding
ci:
li:
ab: Summary: Developing measures of the quality of understanding of a given
mathematical concept has traditionally been a difficult and
resource-intensive process. We tested an alternative approach, called
comparative judgement (CJ), that is based not on psychometric
instruments or clinical interviews but collective expertise. Eight
mathematics education experts used CJ to assess 25 student responses to
a test designed to probe conceptual understanding of fractions.
Analysis revealed the CJ assessment process yielded high internal
consistency, inter-rater reliability and validity. We discuss the
implications of the results for using CJ to measure mathematical
understanding in a variety of domains and contexts.
rv: