Standardised assessment in mathematics: The tale of two items

Tracy LOGAN, Jane Greenlees

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

This paper describes the sense making of 11- 12- year-olds as they interpret two mathematics items which
include graphics. In particular, it outlines the changed behaviour (and performance) of students when
solving items when slight modifications were made to the graphic or the mathematical language. The results
show that performance increased when the graphic was modified but diminished when the language was
modified. Implications include the need for test designers to carefully consider the graphic embedded
within assessment items.
Original languageEnglish
Title of host publicationNavigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia
EditorsMerrilyn Goos, Ray Brown, Katie Makar
Place of PublicationBrisbane, Australia
PublisherMathematics Education Research Group of Australasia Inc.
Pages655-658
Number of pages4
Volume2
Publication statusPublished - 2008
Externally publishedYes
Event31st annual conference of Mathematics Education Research Group of Australasia - Brisbane, Australia
Duration: 28 Jun 20081 Jul 2008

Conference

Conference31st annual conference of Mathematics Education Research Group of Australasia
CountryAustralia
CityBrisbane
Period28/06/081/07/08

Fingerprint

mathematics
language
performance
student

Cite this

LOGAN, T., & Greenlees, J. (2008). Standardised assessment in mathematics: The tale of two items. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp. 655-658). Brisbane, Australia: Mathematics Education Research Group of Australasia Inc..
LOGAN, Tracy ; Greenlees, Jane. / Standardised assessment in mathematics: The tale of two items. Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. editor / Merrilyn Goos ; Ray Brown ; Katie Makar. Vol. 2 Brisbane, Australia : Mathematics Education Research Group of Australasia Inc., 2008. pp. 655-658
@inproceedings{311a685a5424473d9b76962beedb0e77,
title = "Standardised assessment in mathematics: The tale of two items",
abstract = "This paper describes the sense making of 11- 12- year-olds as they interpret two mathematics items whichinclude graphics. In particular, it outlines the changed behaviour (and performance) of students whensolving items when slight modifications were made to the graphic or the mathematical language. The resultsshow that performance increased when the graphic was modified but diminished when the language wasmodified. Implications include the need for test designers to carefully consider the graphic embeddedwithin assessment items.",
author = "Tracy LOGAN and Jane Greenlees",
year = "2008",
language = "English",
volume = "2",
pages = "655--658",
editor = "Merrilyn Goos and Ray Brown and Katie Makar",
booktitle = "Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia",
publisher = "Mathematics Education Research Group of Australasia Inc.",

}

LOGAN, T & Greenlees, J 2008, Standardised assessment in mathematics: The tale of two items. in M Goos, R Brown & K Makar (eds), Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. vol. 2, Mathematics Education Research Group of Australasia Inc., Brisbane, Australia, pp. 655-658, 31st annual conference of Mathematics Education Research Group of Australasia, Brisbane, Australia, 28/06/08.

Standardised assessment in mathematics: The tale of two items. / LOGAN, Tracy; Greenlees, Jane.

Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. ed. / Merrilyn Goos; Ray Brown; Katie Makar. Vol. 2 Brisbane, Australia : Mathematics Education Research Group of Australasia Inc., 2008. p. 655-658.

Research output: A Conference proceeding or a Chapter in BookConference contribution

TY - GEN

T1 - Standardised assessment in mathematics: The tale of two items

AU - LOGAN, Tracy

AU - Greenlees, Jane

PY - 2008

Y1 - 2008

N2 - This paper describes the sense making of 11- 12- year-olds as they interpret two mathematics items whichinclude graphics. In particular, it outlines the changed behaviour (and performance) of students whensolving items when slight modifications were made to the graphic or the mathematical language. The resultsshow that performance increased when the graphic was modified but diminished when the language wasmodified. Implications include the need for test designers to carefully consider the graphic embeddedwithin assessment items.

AB - This paper describes the sense making of 11- 12- year-olds as they interpret two mathematics items whichinclude graphics. In particular, it outlines the changed behaviour (and performance) of students whensolving items when slight modifications were made to the graphic or the mathematical language. The resultsshow that performance increased when the graphic was modified but diminished when the language wasmodified. Implications include the need for test designers to carefully consider the graphic embeddedwithin assessment items.

M3 - Conference contribution

VL - 2

SP - 655

EP - 658

BT - Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia

A2 - Goos, Merrilyn

A2 - Brown, Ray

A2 - Makar, Katie

PB - Mathematics Education Research Group of Australasia Inc.

CY - Brisbane, Australia

ER -

LOGAN T, Greenlees J. Standardised assessment in mathematics: The tale of two items. In Goos M, Brown R, Makar K, editors, Navigating currents and charting directions-Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia. Vol. 2. Brisbane, Australia: Mathematics Education Research Group of Australasia Inc. 2008. p. 655-658