This study was aimed to validate a digital tool for diagnosing mathematical proficiency in the Number and Algebra strand of 1,504 Thai seventh-grade students. Researchers employed a multidimensional approach, an extension of the Rasch model to measure its quality. A design-based research method was adopted to create the diagnostic tool which consists of four components, namely register system, input data, process system, and diagnostic feedback report. The diagnostic framework consists of 18 tasks encompassing 11 and 7 tasks in the Mathematical Procedures Dimension and Structure of the Observed Learning Outcome dimension, respectively. The results revealed that there is internal structure evidence of validity based on the comparison of model fit and the Wright map. The results also indicated that the reliability evidence and item fit are compliant with the quality of the digital tool as shown in the analysis of standard error of measurement and infit and outfit of the items. In conclusion, the developed digital tool can diagnose seventh-grade students’ multiple mathematical proficiencies in terms of accuracy, consistency, and stability. This implies that the digital tool can provide fruitful information, particularly to those intermediate and high mathematical proficiency levels because the error for estimating proficiency in each dimension was at the lowest value for those students.

<p>The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.</p>

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This research aims to construct and validate progress maps of digital technology for diagnosing the multidimensional mathematical proficiency (MP) in Number and Algebra for Grade 7 students utilizing the Construct Modeling Approach. Researchers employed four building blocks as follows. Firstly, researchers developed the progress maps as an assessment framework of multidimensional MP. This is followed by creating the test for diagnosing MP. Next, researchers assigned scoring criteria and created the transition points of students&rsquo; MP levels. Finally, researchers validated the quality of the progress maps through empirical evidence. A total sample 1,500 Grade 7 students was used to support the validity and reliability evidence of the progress maps through the Wright Map using Multidimensional Random Coefficients Multinomial Logit Model. Results revealed that there were two dimensions of progress maps, namely mathematical procedures (MAP) and structure of learning outcome (SLO), and the researchers investigated three strands of validity evidence, namely test content, response processes, and internal structure. The reliability values in the MAP and SLO were 0.84 and 0.80 respectively. Finally, the Grade 7 students were mainly found to be at level-2 in the MAP dimension (44.95%) and the SLO dimension (61.57%). The experts&rsquo; evaluation results showed that the digital technology that was developed at the &ldquo;most appropriate&rdquo; quality levels in terms of usefulness, suitability, and accuracy, and at the &ldquo;very appropriate&rdquo; for the feasibility aspect, and hence is successfully contributing to the clarification of learning goals, to support for student-centered instruction, and that it is helpful in improving in teacher professional development.

The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.