Item bank for mathematics learning assessment in China: using IRT analysis

Author(s):

Ningning ZhaoMartin Valcke JeanPierre Verhaeghe Annemie Desoete

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES G6, Pre Conf Parallel Session

Time:

2009-09-26

11:00-12:30

Room:

HG, HS 31

Chair:

Hans-Christoph Koller

Contribution

Item bank for mathematics learning assessment in China: using IRT analysis Mathematics learning is the core course for primary school education. But, monitoring mathematical performance requires the availability of instruments that are fit for the specific curriculum and are sufficiently sensitive to track progress of pupils from one year to the next. In China, studies on mathematics achievement tests are rare. An exception is the Learning difficulties academic achievement test for grade 6th of primary school (Liu Chenwei, 2004). And to some extent one could make use of instruments from Taiwan, such as the Qin Lihua and Wu Yuyi’s (1996) mathematics diagnosis test for primary school primary-grade students and the Chen Ronghua and Wu Wudian’s mathematics diagnosis test. In view of determining adequate levels of mathematics performance, an item bank for the new mathematics test is essential for the development of a mathematics learning platform in primary school. The present report describes the buliding of an mathematics item bank to improve the mathematics learning performance identification and treatment.

Method

The sample included more than 300 pupils from each grade in primary school. In sum, there are above 1800 pupils participated the research. There are more than 500 items for each grade. And these items are developed by the researcher of mathematics learning in primary school and the mathematics teachers with the more experience in primary school according to the chinese curriculum syllabus and the mathematics learning abilities categories. The research were carried out at May 2008. This is the end of the school year for each grade in China. The Prosperities of items were examined by using 2-parameters IRT model and Rasch model anlaysis, an Item Response Theory (IRT) model. There are two software (Quest and BiLog) which are used for analysis. And their result are compared to each other.

Expected Outcomes

The final item bank includeds 70 items for each grade. These 70 unidimensional items explained 60% of the variance, based on the factor anlaysis results for each grade. Excellent internal consistency (range ofα= 0.90 -0.95 ) and acceptable item-total correlation were found. NO significant ceiling effects, floor effects, or gaps were found. A sample short form was created for the second test. And the test is re-examed at Novermber in 2008.

References

Cheng Zaohuo and Gong Yaoxia.(1998). A Study of Memory in Children with Learning Disabilities. Short-term Memory and Working Memory of Children with Learning Disabilities. Chinese Journal Of Clinical Psychology，4, 33-52. Chiu, L., & Henry, L. (1990). Development of the mathematics anxiety scale for children. Measurement and Evaluation in Counseling and Development, 23(3). Desoete, A., Roeyers, H. and De Clercq, A. (2004). Children with mathematics learning disabilities in Belgium. Journal of Learning Disabilities, 37,(1), 50-61. Hu Xinghong et al.（1995）.The method for educational research on students with learning difficulties. ShangHai educational research, 1995,(5), 6-10. Liu Chenwei (2004). Primary construction of learning difficulties academic achievement test for grade 6th of primary school. Unpublished dissertation of Hu Nan Normal University. Lv Jin et al. (1992). The character of children cognitive ability scale and the analysis on it. Psychology Journal,(3), 297-303. Ostad, S.A.(1997). Developmental differences in addition strategies: A comparison of mathematically disabled and mathematically normal children. British Journal of Educational Psychology, 67: 345-357. Qian Zaisen (1996). The theory and practice on the education on Learning difficulties students. Shanghai: Shanghai Science Education Publishing. Ren Guiying (1995). The research report on the 1994 children disorder of sense-integrated in Beijing school. Chinese Mental Health Journal, 9(2), 70-73.

Author Information

Ningning Zhao

Gent University

Educational Studies

Gent

Martin Valcke

Gent University, Belgium

JeanPierre Verhaeghe

Gent University, Belgium

Annemie Desoete

Gent University, Belgium

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