Accession Number:

ADA257319

Title:

Toward a Stable Diagnostic Representation of Students' Errors in Algebra

Descriptive Note:

Interim rept. Apr 1989-Aug 1992

Corporate Author:

EDUCATIONAL TESTING SERVICE PRINCETON NJ

Report Date:

1992-10-01

Pagination or Media Count:

28.0

Abstract:

Diagnoses of students performance on procedural mathematical tasks need to display a certain level of stability and robustness if they are to be used as the basis for remediation, particularly with computer-delivered instruction. The purpose of this study was to compare two diagnostic approaches for describing students errors in algebra--a bug analysis and a rule-space analysis--with the goal of investigating the relative stability of the diagnoses derived from these approaches. Consistent with the findings of recent studies, a relatively large number of bugs were unstable stable bugs tended to be infrequent. In contrast, the results of the rule-space analysis yielded relatively more stable diagnoses. The results were discussed in light of their consequences for designing remediation Cognitive diagnosis, Classification, IRT, Stability of Errors Algebra

Subject Categories:

  • Numerical Mathematics
  • Test Facilities, Equipment and Methods

Distribution Statement:

APPROVED FOR PUBLIC RELEASE