An Analysis of Rater Severity and Leniency in Open-ended Mathematic Questions Rated Through Standard Rubrics and Rubrics Based on the SOLO Taxonomy

Çetin, Bayram; İLHAN, Mustafa

doi:10.15390/eb.2016.5082

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…The students answer to the question, and the problem does not match. The student's attention is easily distracted by situations unrelated to the solution of the problem (Cetin & İlhan, 2016). Therefore, the student cannot perform the expected task properly.…”

Section: The Solo Taxonomy Rubric and Its Analysismentioning

confidence: 99%

Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems

Karlı¹,

Yıldız²

2022

ENAD

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This study was conducted to determine the incorrect strategies developed by seventh-grade students to solve problems that require proportional reasoning and evaluate their solutions according to SOLO Taxonomy. This two-stage case study was conducted in a public school in the Central Black Sea region. The Proportional Reasoning Skill Test was administered to 33 seventh-grade students in the first stage. In the second stage, semi-structured interviews were held with 10 students by determining the 5 problems that students made mistakes in most. The students developed 5 different incorrect strategies when solving problems requiring proportional reasoning: additive relationships, data neglect, using numbers and no content, giving an emotional response, and failure to identify non-proportional situations. Students had difficulty identifying non-proportional situations and established additive relationships in problems requiring multiplicative relationships. Also, the levels of the participants were examined with the SOLO Taxonomy Rubric developed for proportional reasoning skills. Accordingly, the students with a high level of proportional reasoning were at abstract and relational structure levels, whereas those with moderate scores were at uni-structural and multi-structural levels. The students with low scores had low-level skills according to SOLO Taxonomy criteria.

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Section: The Solo Taxonomy Rubric and Its Analysismentioning

confidence: 99%

Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems

Karlı¹,

Yıldız²

2022

ENAD

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“…SOLO can be utilized as a general measure of different disciplines because it is content independent (Jimoyiannis, 2013). Existing research have shown that SOLO is a reliable taxonomy to evaluate the students' learning in various subjects, such as computer science (Lister et al, 2010), mathematics (Ç etin & Ilhan, 2017), and physical therapy (Zipp, Maher, Donnelly, Fritz, & Snowdon, 2016), and so forth.…”

Section: Solo Taxonomymentioning

confidence: 99%

Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

Shi

Cui

Ping

et al. 2017

Journal of Educational Computing Research

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This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional case-based teaching method. The students in the experimental group learned programming by applying the role-based approach to the case-based teaching method. For the purposes of determining the effects of the role-based teaching, the SOLO taxonomy was used to evaluate the results of the participants' final paper-pencil test. The SOLO level of the code reading and code writing was graded according to the SOLO categories for program comprehension and construction. Data analyses show that (a) there was a higher level of performance and cognitive ability in the experimental group, (b) there were some positive and significant correlations between student's final examination scores and their SOLO level of the code reading and code writing, and (c) the SOLO level of the code writing and code reading was significantly related. These results suggest that the role of variable is effective on improving novice programming.

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“…Scores can be used in parametric statistics and validity testing [10][11][12]. The Rasch model and the many-facet Rasch model approach has been used in a steadily increasing number of applications in the fields of language testing [13], educational and psychological measurement [14][15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

et al. 2021

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The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

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An Analysis of Rater Severity and Leniency in Open-ended Mathematic Questions Rated Through Standard Rubrics and Rubrics Based on the SOLO Taxonomy

Cited by 5 publications

References 15 publications

Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems

Incorrect Strategies Developed by Seventh- Grade Students to Solve Proportional Reasoning Problems

Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

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