Validation of a digital tool for diagnosing mathematical proficiency

Abstract

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.

Designing Standards-Setting for Levels of Mathematical Proficiency in Measurement and Geometry: Multidimensional Item Response Model

“…This implies that the assessment tool has successfully assessed and separated the test-takers according to their level of mathematical proficiency. Therefore, the researchers concluded that this mathematical proficiency measurement model is a sound measurement tool because it has been examined through a substantial and scientific methodology to clearly describe the five levels of mathematical proficiency through setting standards based on the Wright Map from big data (Junpeng et al, 2020a).…”

“…On the other hand, the SLO dimension was adopted from the SOLO taxonomy. This is a model used to identify, describe, or explain the level of understanding to determine the quality level of students' learning results (Junpeng et al, 2020a). According to the recommendation of Briggs and Collis (1982), researchers divided the SLO dimension into five levels from extended abstract structure, relation structure / multistructure, unistructure, and pre-structure to non-response/irrelevance.…”

“…Mathematical proficiency is defined as a student's capability to search, speculate, and think logically in the cognitive process to comprehend how to solve a mathematical problem by using appropriate strategies to solve problems and replicate the procedure used to solve the problems (Adom, Mensah, & Dake, 2020;Junpeng, Inprasitha, & Wilson, 2018;Junpeng et al, 2020a). Current mathematics teaching and learning emphasizes the complexity of problem-solving and critical thinking that goes beyond computations and procedures (Corrêa & Haslam, 2020/21).…”

Systematics Literature Review: Pengembangan Mathematical Proficiency dalam Pembelajaran Matematika

“…(Hamid et al, 2020) Pembelajaran berbantuan Maple layak untuk diterapkan sebagai alternatif model pembelajaran Kalkulus untuk meningkatkan kemampuan kemahiran matematis pada siswa dengan keterampilan awal (tinggi, sedang, dan rendah). 9 (Junpeng et al, 2020) Penelitiannya menemukan alat validasi untuk untuk mengukur mathematical proficiency seorang siswa. Alat ini disebut ITAR.…”

Functionality of the learning platform and its effect on the satisfaction of students in the online teaching environment

“…Technology is a factor that plays a very important role within society, since, in this time of pandemic, in which we find ourselves; it allows us to guarantee the continuity of the educational service [1], [2]. For this reason, the use of virtual tools has become a key element for economic, social and technological development, whose relevance gains greater strength in the education sector, since it increases competitiveness and generates positive effects from the perspective of quality of education university service [3], [4]. Since the quality of a higher institution represents a determining factor in relation to the service offered to the student, although quality is associated with teaching and research, the infrastructure linked to the development of the teaching-learning process is also important [5], [6].…”