| Summary: | 碩士 === 國立屏東師範學院 === 教育心理與輔導研究所 === 90 === The main purpose of this study was to validate the mathematics performance assessment from the following six aspects: content, substantive, structural, generalizability, external and consequential. A quasi-experimental study was implemented in one elementary school for a period of two and half months. Of the two classes participated in this study, one received mathematics performance assessment, and the other the traditional paper-and-pencil mathematics tests. All students received pre- and post-tests of one traditional paper-and-pencil test, one mathematics performance test, and one attitude towards mathematics learning and problem-solving questionnaire. Part of the students also had a “thinking-aloud” interview conducted by the researcher before and after the experiment.
The results of this study are summarized as follows. First, the theoretical rationales and empirical evidence in mathematics performance assessment supported the adequacy and appropriateness of the four aspects (i.e., content, substantive, structural, external) of construct validity. Second, results obtained from the generalizability study showed that although only a small amount of variation (3.19%) was due to rater, a considerable amount of variation (50%) was due to tasks and the interaction between person and tasks. Third, mathematics performance assessment was found to have positive effects on students’ mathematics problem-solving ability and attitude towards mathematics learning and problem-solving. Fourth, students’ gender, mathematics ability and language ability did not have negative impacts on students’ mathematics achievement and attitudes towards math.
Based on the results of this study, suggestions regarding the mathematics performance assessment in elementary schools and the research issues for future studies were also provided.
Key Words: Performance assessment, Mathematics performance assessment, Validity, Generalizability study
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