Developing an Item Bank of Fraction Concepts
碩士 === 國立台北師範學院 === 教育心理與諮商學系碩士班 === 93 === The purpose of this study was to develop an item bank of fraction concepts. The item bank was composed of 139 items selected from 206 items through classical test theory and two parameter logistical model of item response theory. Conceptually two dimensio...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2005
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/84225618177853873867 |
| Summary: | 碩士 === 國立台北師範學院 === 教育心理與諮商學系碩士班 === 93 === The purpose of this study was to develop an item bank of fraction concepts. The item bank was composed of 139 items selected from 206 items through classical test theory and two parameter logistical model of item response theory. Conceptually two dimensions of fraction concepts were represented by the item bank: Five sub-concepts in mathematical contents and four levels in mathematical processing. The average difficulty was -0.67 and the average discrimination was 1.33. Students’ ability levels were: 1.51 for the 6th graders, 0.52 for the 5th graders, -0.17 for the 4th graders and 0.10 for the 3rd graders. The gaps in the old curriculum and new curriculum for the 4th graders might be the reason of their lower performance was not significantly superior to the 3rd graders. Interaction existed among grades and textbook versions. Through factor analysis, six cognitive components were found. Further discussions and empirical suggestions were provided.
|
|---|