id: 06003999
dt: j
an: 2012b.00490
au: Haja, Shajahan; Clarke, David
ti: Middle school students’ responses to two-tier tasks.
so: Math. Educ. Res. J. 23, No. 1, 67-76 (2011).
py: 2011
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: D63 D73
ut: student attitudes; alternative assessment; testing; misconceptions; concept
formation; comparative testing; multiple choice tests; evaluation
methods; interviews; evaluation research; evaluative thinking; middle
school students; mathematics achievement; mathematics skills;
mathematics tests; task analysis
ci:
li: doi:10.1007/s13394-011-0004-5
ab: Summary: The structure of two-tier testing is such that the first tier
consists of a multiple-choice question and the second tier requires
justifications for choices of answers made in the first tier. This
study aims to evaluate two-tier tasks in "proportion" in terms of
students’ capacity to write and select justifications and to examine
the effect of different two-tier formats on student performance. Twenty
students each from Y7 to Y8 participated in the study in Melbourne in
March 2008. The students took eight similar tests with each test having
eight two-tier tasks. Eight students were interviewed individually
after the testing. Analysis of students’ responses revealed that 1)
Y7 and Y8 students were able to select and write justifications to
two-tier tasks, 2) Y7 and Y8 students’ success in writing or
selecting justifications varied on "marked answer" and "select answer"
formats, and 3) Y7 and Y8 students’ justifications gave some
information about their misconceptions in proportional reasoning.
Implications for teachers looking for alternative assessment tasks
tracing students’ reasoning behind their correct and incorrect
answers are discussed.
rv: