
06003999
j
2012b.00490
Haja, Shajahan
Clarke, David
Middle school students' responses to twotier tasks.
Math. Educ. Res. J. 23, No. 1, 6776 (2011).
2011
Springer Netherlands, Dordrecht; Mathematics Education Research Group of Australasia (MERGA), Wahroonga, New South Wales, Australia
EN
D63
D73
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
doi:10.1007/s1339401100045
Summary: The structure of twotier testing is such that the first tier consists of a multiplechoice question and the second tier requires justifications for choices of answers made in the first tier. This study aims to evaluate twotier tasks in "proportion" in terms of students' capacity to write and select justifications and to examine the effect of different twotier 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 twotier 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 twotier 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.