ARTICLE

DEVELOPMENT OF DIAGNOSTIC ASSESSMENT TEST FOR MISCONCEPTIONS ATM IN MATHEMATICS AT ELEMENTARY SCHOOL LEVEL

  1. HOME
  2. ARTICLE

10 Pages : 94-102

http://dx.doi.org/10.31703/gesr.2021(VI-I).10      10.31703/gesr.2021(VI-I).10      Published : Mar 2021

Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level

Abstract

    Diagnostic assessment test for misconceptions (ATM) help teachers identifying misconceptions of students and help students to enhance conceptual understandings. The main purpose of the study was to develop a diagnostic assessment test for misconceptions (ATM) in Mathematics at the elementary school level. At the first stage, the content was defined, and a table of specifications was made. Students' misconceptions from previous literature were identified, and then a two-tier MCQs type misconceptions test was developed. Validity was ensured by school teachers, educationists and experts of the field. For pilot testing, the test was conducted among 60 students of three schools and item analysis was employed. Item difficulty and item discrimination through item analysis was drawn to standardize the test. Test-retest reliability was also measured by pilot testing. After testing the validity and reliability, thirty items remained in the diagnostic test. The final form of the test enables the Mathematics teachers to understand the weak areas of students.

    Diagnostic Assessment Test, Two tiers, Misconceptions, Mathematics, Elementary School Level

    (1) Sumera Kanwal
    Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Muhammad Shahid Farooq
    Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 989-1008.
  • Adadan, E., &Savasci F. (2012). An analysis of 16- 17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument. International Journal of Science Education, 34(4), 513-544.
  • Bakula, N. (2010). The benefits of formative assessments for teaching and learning. Science Scope, 34(1), 37-43.
  • Baturo, A. R. (2004). Empowering Andrea to help year 5 students construct fraction understanding. In M. J. Hoines& A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 95-102), Bergen, Norway: PME.
  • Caleon, I. S. & Subramaniam, R. (2010). Do students know what they know and what they don't know? Using a four-tier diagnostic test to assess the nature of students' alternative conceptions. Research in Science Education, 40, 313-337.
  • Cataloglu, E. &Robinett, R. W. (2002). Testing the development of student conceptual and visualization understanding in quantum mechanics through the undergraduate career. American Journal of Physics, 70(3), 238-251.
  • Chang, C. Y., Yeh, T. K., &Barufaldi, J. P. (2010). The positive and negative effects of science concept tests on student conceptual understanding. International Journal of Science Education, 32(2), 265-2
  • Colin, P., Chauvet, F., Viennot, L. (2002). Reading images in optics: students' difficulties and teachers' views. International Journal of Science Education, 24(3) 313-332.
  • Columbia University. Clement, J., Brown, D. E., &Zietsman, A. (1989). Not all preconceptions are misconceptions: finding 'anchoring conceptions' for grounding instruction on students' intuitions. International Journal of Science Education, 11, 554-565.
  • Downing, S. M. (2006). Twelve steps for effective test development. In S.M. Downing, & T. M. Haladayna (Eds.), Handbook of test development (pp. 3-25), New Jersey: Lawrence Erlbaum Associates, Inc
  • Duit, R., Treagust, D. F., & Mansfield, H. (2004). Investigating student understanding as a prerequisite to improving teaching and learning in science and mathematics. In D. F. Treagust, R. Duit, & B. J. Fraser (Eds.), Improving teaching and learning in Science and Mathematics (pp. 17-31). New York: Teachers College Press.
  • Frankel, J. R. & Wallen, N. E. (2000). How to design and evaluate research in education (4th ed.). US: McGraw-Hill Comp.
  • Greca, I. M.,&Moreire, M. A. (2002). Mental, physical and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106-121.
  • Kaltakçı, D. (2012). Development and application of a four-tier test to assess pre-service physics teachers' misconceptions about geometrical optics. Unpublished PhD Thesis, Middle East Technical University, Ankara, Turkey.
  • Kettedin-Geller, L., &Yovanoff , P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research and Evaluation, 14(16), 1-11.
  • Klammer, J. (1998). An overview of techniques for identifying, acknowledging and overcoming alternative conceptions in physics education. (Report no: ED423121).
  • Linsell, C., Tozer, L., Anakin, M., Cox, A., Jones, R., McAuslan, E., Smith, D., & Turner, G. (2012). Teaching algebra conceptually: Student achievement. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, pp.465-472), Singapore: MERGA.
  • McAfee, M. (2018). Development and Validation of a Scale to Measure Misconceptions about Educational Psychology among Pre-service Teachers.
  • McDermott, L. C. (1993). How we teach and how students' learn-A mismatch?American Journal of Physics, 61(4), 295-298.
  • Osborne, J. F., Black, P., Meadows, J., & Smith, M. (1993). Young children's (7-11) ideas about ight and their development. International Journal of Science Education, 15(1), 83-93.
  • Peşman, H., &Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The Journal of Educational Research, 103, 208-222
  • Sarwadi, H. R. H., &Shahrill, M. (2014). Understanding students' mathematical errors and misconceptions: The case of year 11 repeating students. Mathematics Education Trends and Research, 2014(2014), 1-10.
  • Stacey, K., Price, B., Steinle, V., Chick, H., &Gvozdenko, E. (2009). SMART assessment for learning. Paper presented at the Conference of the International Society for Design and Development in Education, Cairns, Australia, September 28 - October 1.
  • Steinle, V. (2004). Changes with age in students' misconceptions of decimal numbers. Thesis (Ph.D.)--University of Melbourne, Dept. of Science and Mathematics Education.
  • Tongchai, A., Sharma, M. D., Johnston, I. D., Arayathanitkul, K., &Soankwan, C. (2009). Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves. International Journal of Science Education, 31(18), 2437-2457.
  • Widjaja, W., Stacey, K., &Steinle, V. (2010). Locating negative decimals on the number line: Insights into the thinking of pre-service primary teachers. Journal of Mathematical Behavior, 30(1), 80-91.
  • Wiliam, D. (2009). An integrative summary of the, England: Routledge.

Cite this article

APA

    APA : Kanwal, S., & Farooq, M. S. (2021). Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level. Global Educational Studies Review, VI(I), 94-102. https://doi.org/10.31703/gesr.2021(VI-I).10

CHICAGO

    CHICAGO : Kanwal, Sumera, and Muhammad Shahid Farooq. 2021. "Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level." Global Educational Studies Review, VI (I): 94-102 doi: 10.31703/gesr.2021(VI-I).10

HARVARD

    HARVARD : KANWAL, S. & FAROOQ, M. S. 2021. Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level. Global Educational Studies Review, VI, 94-102.

MHRA

    MHRA : Kanwal, Sumera, and Muhammad Shahid Farooq. 2021. "Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level." Global Educational Studies Review, VI: 94-102

MLA

    MLA : Kanwal, Sumera, and Muhammad Shahid Farooq. "Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level." Global Educational Studies Review, VI.I (2021): 94-102 Print.

OXFORD

    OXFORD : Kanwal, Sumera and Farooq, Muhammad Shahid (2021), "Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level", Global Educational Studies Review, VI (I), 94-102

TURABIAN

    TURABIAN : Kanwal, Sumera, and Muhammad Shahid Farooq. "Development of Diagnostic Assessment Test for Misconceptions (ATM) in Mathematics at Elementary School Level." Global Educational Studies Review VI, no. I (2021): 94-102. https://doi.org/10.31703/gesr.2021(VI-I).10