Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene, 2011; Faulkner, 2009; Griffin, 2004).
Data on the Structural-Symbolic Translation Fluency assessment were collected from 11 mathematics and psychometrics experts and 42 second grade students during the spring of 2016. Data were analyzed through descriptive statistics, frequencies, Spearman-Brown correlation, joint probability of agreement, Pearson correlation, and hierarchical multiple regression. Psychometric features of interest included internal consistency, inter-rater reliability, test-retest reliability, content validity, and criterion-related validity. Testing of the 9 research questions revealed 9 significant findings. Despite significant statistical findings, several coefficients did not meet pre-established criteria required for validation. Hypothesized modifications to improve the psychometric characteristics are suggested as the focus of future research. In addition, recommendations are made concerning the role of assessing the translation process of mathematical problem solving.
Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4411 |
Date | 01 May 2016 |
Creators | Hoskins, Matt C |
Publisher | Digital Commons @ East Tennessee State University |
Source Sets | East Tennessee State University |
Language | English |
Detected Language | English |
Type | text |
Format | application/pdf |
Source | Electronic Theses and Dissertations |
Rights | Copyright by the authors. |
Page generated in 0.0021 seconds