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dc.contributor.authorBolondi G
dc.contributor.authorCascella C
dc.contributor.authorGiberti C
dc.contributor.editorCurtis F
dc.date.accessioned2019-02-01T15:04:22Z
dc.date.available2019-02-01T15:04:22Z
dc.date.issued2018
dc.identifier.isbn
dc.identifier.issn2041-5788
dc.identifier.urihttp://www.bsrlm.org.uk/publications/proceedings-of-day-conference/ip38-2/
dc.identifier.urihttp://hdl.handle.net/10863/7964
dc.identifier.uri
dc.description
dc.description.abstractDifferent words, numeric values or semiotic registers, figures, graphs or tables, namely elements of item formulation, affect students’ probability of encountering an item correctly. An experimental study was carried out to compare different formulations and their effect for validating a comparative technique.  Four anchored math achievement tests were administered to a sample of 1647 students attending grade 8 to explore students’ misconception about the relationship between perimeter and area. Results confirmed that item formulation channels students’ solving strategy and thus modifies the probability of a correct answer more than item content.
dc.languageEnglish
dc.language.isoenen_US
dc.publisherBritish Society for Research into the Learning of Mathematics
dc.relationDay Conference of the British Society Research Mathematic ; St. David, Wales : 9.6.2018 - 9.6.2018
dc.relation.ispartofseriesBritish Society for Research into the Learning of Mathematics Proceedings;
dc.relation.ispartofseriesBritish Society for Research into the Learning of Mathematics Proceedings
dc.rights
dc.titleHow much item formulations affect the probability of a correct answer? An experimental study
dc.typeBook chapter
dc.date.updated2019-03-01T07:54:55Z
dc.publication.titleBSRLM Proceedings: Vol 38 No 2 at the University of Wales Trinity St David, on Friday 8 th June and Saturday 9th June 2018
dc.language.isiEN-GB
dc.description.fulltextopen


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