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
Personal Author(s):
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
Descriptors:
Subject Categories:
- Numerical Mathematics
- Test Facilities, Equipment and Methods