Construção e validação de uma prova de Matemática para alunos do 1º ao 4º ano de escolaridade

Lopes, João A.; Bueno, Mauricio Alvarado

doi:10.1590/1678-7153.201427303

Cited by 4 publications

(3 citation statements)

References 1 publication

(1 reference statement)

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“…In research as well as in applied contexts, details about the area in which the latent traits measured by the test are doing better measurement (and how well) would help clinics, researchers or test makers to decide which test is more appropriate for their specific interests. In addition, a test that is free of examinee sample characteristics in test development allows for more reliable comparisons among respondents as well as groups (see some recent IRT applications in the Brazilian context: Brant et al 2015;Carvalho et al 2013;Knijnik et al 2014;Lopes, & Bueno, 2014;Muniz et al 2014).…”

Section: Discussionmentioning

confidence: 99%

An application of item response theory to psychological test development

Zanon

Hutz

Yoo

et al. 2016

Psicol. Refl. Crít.

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Item response theory (IRT) has become a popular methodological framework for modeling response data from assessments in education and health; however, its use is not widespread among psychologists. This paper aims to provide a didactic application of IRT and to highlight some of these advantages for psychological test development. IRT was applied to two scales (a positive and a negative affect scale) of a self-report test. Respondents were 853 university students (57 % women) between the ages of 17 and 35 and who answered the scales. IRT analyses revealed that the positive affect scale has items with moderate discrimination and are measuring respondents below the average score more effectively. The negative affect scale also presented items with moderate discrimination and are evaluating respondents across the trait continuum; however, with much less precision. Some features of IRT are used to show how such results can improve the measurement of the scales. The authors illustrate and emphasize how knowledge of the features of IRT may allow test makers to refine and increase the validity and reliability of other psychological measures.

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Section: Discussionmentioning

confidence: 99%

An application of item response theory to psychological test development

Zanon

Hutz

Yoo

et al. 2016

Psicol. Refl. Crít.

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“…Each student completed a written assessment test of mathematical knowledge developed by Lospes and Bueno (2014). The instrument reflects the Portuguese mathematics curriculum of first through fourth grade.…”

Section: Methodsmentioning

confidence: 99%

Error patterns in Portuguese students’ addition and subtraction calculation tasks

Watson

Lopes

Oliveira

et al. 2018

JME

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Purpose-The purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks. Design/methodology/approach-The researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams. Findings-Data frequency analyses reveal that the most common type of error was miscalculation for both addition (n = 164; 38.6 per cent) and subtraction (n = 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n = 74; 17.5 per cent) and subtraction (n = 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students' performance differences emerged as a function of error types which indicated students' types of difficulties. Research limitations/implications-There are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment. Practical implications-Students' errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics. Social implications-Error analysis helps teachers uncover individual students' difficulties and deliver meaningful instruction to all students. Originality/value-This paper adds to the international literature on error analysis and reinforces its value in diagnosing students' type and severity of math difficulties.

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“…Math test. This is an adaptation of the mathematical knowledge test for children and adolescents, whose internal consistency index was 0.88 (Lopes & Bueno, 2014). However, as this test was not built for students of the 6th and 7th grade, four items with greater difficulty were introduced.…”

Section: Instrumentsmentioning

confidence: 99%

Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

Castro

Bueno

Peixoto

2021

Paidéia (Ribeirão Preto)

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Several constructs shown as good predictors of school performance. However, previous studies have focused only on a part of these predictors, making it difficult to understand their interaction to predict school performance. This study verified the associations (correlations), predictions (linear regressions), and relationship dynamics (network analysis) of variables (intelligence, EI, personality, and executive functions) that predict school performance (Portuguese, mathematics, and general) in children and adolescents in the elementary education. In total, 133 students were submitted to instruments to assess the predictive abilities and performance measures included in this study. Regression analyses showed emotional intelligence and abstract reasoning as the main positive predictors of school performance, and the agreeableness/openness trait as a positive predictor of overall performance and mathematics. The results corroborated by centrality indicators estimated through network analyses. This study advances when considering several variables concurrently.

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Construção e validação de uma prova de Matemática para alunos do 1º ao 4º ano de escolaridade

Cited by 4 publications

References 1 publication

An application of item response theory to psychological test development

An application of item response theory to psychological test development

Error patterns in Portuguese students’ addition and subtraction calculation tasks

Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

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