id: 06022388
dt: j
an: 2012c.00385
au: Chavez, Oscar; Papick, Ira; Ross, Daniel J.; Grouws, Douglas A.
ti: Developing fair tests for mathematics curriculum comparison studies: the
role of content analyses.
so: Math. Educ. Res. J. 23, No. 4, 397-416 (2011).
py: 2011
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: D63 D64 D53 D54 C83 C84
ut: curriculum; interrater reliability; scoring rubrics; program effectiveness;
data analysis; comparative analysis; geometry; elementary algebra; test
construction; culture fair tests; content analysis; high school
students; secondary school mathematics; mathematics skills
ci:
li: doi:10.1007/s13394-011-0023-2
ab: Summary: This article describes the process of development of assessment
instruments for a three-year longitudinal comparative study that
focused on evaluating American high school studentsâ€™ mathematics
learning from two distinct approaches to content organization:
curriculum built around a sequence of three full-year courses (Algebra
1, Geometry, and Algebra 2) and a sequence of integrated mathematics
courses (algebra and geometry content, together with functions, data
analysis, and discrete mathematics is integrated each year). The study
was conducted in six school districts in five states involving over
4,000 students from schools that were using both curricular approaches
but with different groups of students. In order to develop assessment
instruments that were not biased towards either of the two curriculum
programs (Fair Tests), an iterative process of content analyses,
identification of common topics, internal and external reviews, pilot
tests, and revisions was followed, resulting in five tests that were
used in the three years of the study. Results indicate that these tests
have solid discrimination properties and address adequately mathematics
content common to both secondary curriculum programs. The corresponding
scoring rubrics are highly reliable, with interrater reliability above
94\% for all tests. Mathematics education researchers involved in
curriculum comparison studies need to conduct content analyses of the
curriculum materials under study in order to identify salient
relationships between curriculum programs and student outcomes. (ERIC)
rv: