Improving Mathematics Diagnostic Tests Using Item Analysis
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| Title: | Improving Mathematics Diagnostic Tests Using Item Analysis |
|---|---|
| Language: | English |
| Authors: | Meike Akveld, George Kinnear (ORCID |
| Source: | International Journal of Mathematical Education in Science and Technology. 2024 55(10):2478-2505. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Tests, Diagnostic Tests, Test Items, Item Analysis, Item Response Theory, Test Construction, Foreign Countries, Factor Analysis, Predictive Validity |
| Geographic Terms: | United Kingdom (Edinburgh), Switzerland |
| DOI: | 10.1080/0020739X.2023.2167132 |
| ISSN: | 0020-739X 1464-5211 |
| Abstract: | Many universities use diagnostic tests to assess incoming students' preparedness for mathematics courses. Diagnostic test results can help students to identify topics where they need more practice and give lecturers a summary of strengths and weaknesses in their class. We demonstrate a process that can be used to make improvements to a mathematics diagnostic test, so that it provides better information about students' abilities. To identify questions that could be improved, our process uses item response theory to analyse student data. We provide an accessible introduction to the key ideas of item response theory, and we describe how we applied the process of improvement of diagnostic tests at two universities. Our method provides a model for others wishing to make improvements to mathematics diagnostic tests. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441196 |
| Database: | ERIC |
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| Abstract: | Many universities use diagnostic tests to assess incoming students' preparedness for mathematics courses. Diagnostic test results can help students to identify topics where they need more practice and give lecturers a summary of strengths and weaknesses in their class. We demonstrate a process that can be used to make improvements to a mathematics diagnostic test, so that it provides better information about students' abilities. To identify questions that could be improved, our process uses item response theory to analyse student data. We provide an accessible introduction to the key ideas of item response theory, and we describe how we applied the process of improvement of diagnostic tests at two universities. Our method provides a model for others wishing to make improvements to mathematics diagnostic tests. |
|---|---|
| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2023.2167132 |
