Mathematics test format as a factor of influence on student assessment quality

- Дворецька, Л. П. (2020) Mathematics test format as a factor of influence on student assessment quality Інноваційна педагогіка, 2 (30). pp. 16-21. ISSN 2663-6085

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Abstract

Preparation of students for the obligatory state final attestation in mathematics for 11th grade students in the form of external independent assessment and state final attestation in mathematics for 9th grade students according to the “Approximate requirements for the content of attestation works” encourages teachers to use tests in the educational process. Typically, those are author’s, non-standardized tests for thematic and final assessments. Analysis of the content of existing textbooks in mathematics for basic secondary school shows that for student’s independent preparatory work for different types of knowledge control, the authors of the textbooks prefer short thematic tests, concluded only from test tasks with the choice of one correct answer from the four proposed variants or with the dominant share of test tasks of this form. To identify the influence of the test format for the final assessment in mathematics on the results of test participants, an experimental study was conducted in which 198 students participated. The author reveals the meaning of the term “test format”. There are three test formats: open, mixed (combined) and closed. It indicates that the format of any test is described in detail by its specification. Objectivity of the obtained test results of different levels academic achievement in mathematics is ensured by the quality of the developed test and testing procedures. Under equal conditions, the following was established: 1. Students who performed the tasks of the closed format test did not demonstrate statistically significantly higher results at each level of academic achievement than students who performed the tasks of the mixed format test. 2. Students who performed the tasks of the closed format test, demonstrated a statistically significantly higher result than students who solved the relevant tasks of the open format test and at the average level of academic achievement (ρ ≤ 0.01), and at a sufficient level of educational achievements (ρ ≤ 0.05), and at a high level of educational achievements (ρ ≤ 0.05). The author points out that the limitations (possible limitations) of the content and cognitive domains of the final tests in mathematics of closed and mixed formats also affect the quality of assessment.

Item Type:	Article
Keywords:	test, test format, evaluation, final assessment, quality of assessment, basic secondary education, mathematics.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 51 Mathematics
Divisions:	Institute of Pedagogics > Department of Monitoring and Assessment of the Quality of General Secondary Education
Depositing User:	С.О. Науменко
Date Deposited:	14 Jul 2021 22:01
Last Modified:	14 Jul 2021 22:01
URI:	https://lib.iitta.gov.ua/id/eprint/725993

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