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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/12828

Title: Measuring conceptual understanding: the case of fractions
Authors: Jones, Ian
Inglis, Matthew
Gilmore, Camilla K.
Hodgen, Jeremy
Issue Date: 2013
Publisher: International Group for the Psychology of Mathematics Education © the authors
Citation: JONES, I ... et al, 2013. Measuring conceptual understanding: the case of fractions. IN: Lindmeier, A.M. and Heinze, A. (eds). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (PME 37), 28th July-2nd August 2013, Kiel, Germany, vol 3, pp. 113-120.
Abstract: Developing measures of the quality of understanding of a given mathematical concept has traditionally been a difficult and resource-intensive process. We tested an alternative approach, called Comparative Judgement (CJ), that is based not on psychometric instruments or clinical interviews but collective expertise. Eight mathematics education experts used CJ to assess 25 student responses to a test designed to probe conceptual understanding of fractions. Analysis revealed the CJ assessment process yielded high internal consistency, inter-rater reliability and validity. We discuss the implications of the results for using CJ to measure mathematical understanding in a variety of domains and contexts.
Description: This is a conference paper.
Version: Published
URI: https://dspace.lboro.ac.uk/2134/12828
Publisher Link: http://www.igpme.org/#
Appears in Collections:Conference Papers (Mathematics Education Centre)

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