Inheritance Coding with Gagné-Based Learning Hierarchy Approach to Developing Mathematics Skills Assessment Systems

Abstract

This study developed an inheritance coding with Gagné-based learning hierarchy approach to building systems for assessing mathematics skills and diagnosing student learning problems. The proposed Gagné-based learning hierarchy approach combines Gagné learning hierarchy theory with an inheritance coding approach. First, Gagné learning hierarchy theory is used to generate test questions and learning path diagrams for a skills assessment system. To assess learning achievement, an inheritance coding approach is used to encode the test questions according to learning hierarchy paths. The analysis, design, development, implementation, and evaluation design model is used throughout the process of developing the assessment system. Statistical analyses of the test questions for assessing student learning achievement included expert validity, internal reliability, test–retest reliability, and parallel-form reliability. System performance questionnaires were also designed to survey the opinions of the students regarding the mathematics skills assessment system. The internal reliability of the overall questionnaire was also calculated. The experimental practical application of the assessment system, developed by the Gagné-based learning hierarchy approach, showed that it can accurately diagnose student learning barriers and provide learning suggestions for students and teachers.

Fuzzy logic and Gagné learning hierarchy for assessing mathematics skills

“…The first requirement is that the test questions for each level of a mathematics unit must be carefully designed according to Gagne´learning hierarchy theory and according to the expertise of the elementary school teacher in assessing student learning achievement. In a previous work by the authors, 15 test questions used for mathematics assessment revealed an expert validity of 0.8, a Cronbach alpha value of 0.8 for internal reliability, test-retest reliability of 0.91, and parallel-form reliability of 0.9. [6,6,8,9] by FL-GLH.…”

“…Since intellectual skills are acquired in a hierarchical order, successful instruction requires the student to acquire lower-level skills before progressing to higher-level skills. 20,22,23 Based on the results of previous research by the authors, 15 this study applied Gagne´learning hierarchy theory in the development of learning path diagrams and test questions for assessing mathematics skills and finding learning barrier points. Assessing knowledge acquisition by the students required the teachers to apply their expertise in designing test questions for each level.…”

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

“…The data of this study was collected using the CDA developed in this study. The development of CDA begins with analysing the mathematical tasks (Akbay et al, 2018;Tang et al, 2020) in the mathematics textbook to specify the cognitive attributes involved in (i) recognizing parallel and perpendicular lines; and (ii) drawing parallel and perpendicular lines. Then, the researchers constructed the test items to measure the 10 attributes identified.…”

Karakteristik Miskonsepsi Mahasiswa Pada Konsep Himpunan Ditinjau Dari Kemampuannya Dalam Mengkonsruksi Bukti Matematis

“…| 1423 PENDAHULUAN Karakter pengetahuan matematika itu bersifat abstrak (Aydin et al, 2017) (Özdemir, Karaşan, & Şahal, 2021). Sifat abstrak inilah yang menyebabkan matematika diajarkan secara berjenjang dimulai dari tahapan yang sederhana hingga kompleks (Tang, Tsai, & Huang, 2020). Dari yang bersifat kongkrit, semi abstrak menuju pada pengetahuan abstrak (Goldin-Meadow, 2015).…”