Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Samantha Anne Ehrlich
Stockholm University
⬇ Download PDFLarge-scale multi-format assessments include short-response, constructed-response, oral, and investigative mathematics tasks, offering different ways for students to demonstrate their competencies. However, given their complex design, it is non-trivial to assume that items designed to operationalise the same competency work together to produce sum scores that can be inferred as measures of that competency. I found that although there was consistent evidence that items from a Swedish large-scale multi-format assessment measured some curriculum-defined competencies, evidence for the measurement of others was mixed, underscoring the opportunities and challenges of using such assessments to measure complex educational constructs at scale.
Mathematical competenciesLarge-scale assessmentRasch modelling