Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415V35N71A29 http://hdl.handle.net/11449/223348 |
Resumo: | This article presents a study on scale construction, based on the Item Response Theory (IRT), to measure the proficiency in basic mathematical contents, which are key to the follow-up of Calculus and similar subjects, for those entering courses in the Exact Sciences area. The one-dimensional logistic model with three parameters was adopted, which establishes zero as the mean and a standard deviation of 1, for individuals’ proficiencies. The estimated proficiencies were transformed in another scale, opting for values adopted by Brazilian evaluation systems: 250 and 50. The measurement instrument consisted of a test with 36 items, with five alternatives each, only one of them correct, that were elaborated based on a reference matrix, divided into three themes, “Space and Form”, “Quantities and Measures”, and “Numbers and Operations, Algebra and Functions”. Each subject is composed of competencies, which describe the skills to be measured. To build the scale, proficiency levels were specified, representing points selected by the researchers to be pedagogically interpreted. Once the anchor levels are established, anchor items were defined based on some criteria, such as the number of correct answers, the percentage of correct answers and the difference between their values, for consecutive levels. Based on these criteria, three methods of items’ positioning were compared, showing the difficulties of interpretation in points of the scale. Such difficulties made it possible to propose another method, segmenting the scale into ranges of proficiency, based on hierarchical groupings of levels, which allowed the scale to be interpreted in all its breadth. |
id |
UNSP_e8153796487ec5bb79fbfe0ab6da146b |
---|---|
oai_identifier_str |
oai:repositorio.unesp.br:11449/223348 |
network_acronym_str |
UNSP |
network_name_str |
Repositório Institucional da UNESP |
repository_id_str |
2946 |
spelling |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical ContentsEstudo sobre Construção de Escalas com Base na Teoria da Resposta ao Item: Avaliação de Proficiência em Conteúdos Matemáticos BásicosItem response theoryProficiency in basic mathematical contentScale construction and interpretationThis article presents a study on scale construction, based on the Item Response Theory (IRT), to measure the proficiency in basic mathematical contents, which are key to the follow-up of Calculus and similar subjects, for those entering courses in the Exact Sciences area. The one-dimensional logistic model with three parameters was adopted, which establishes zero as the mean and a standard deviation of 1, for individuals’ proficiencies. The estimated proficiencies were transformed in another scale, opting for values adopted by Brazilian evaluation systems: 250 and 50. The measurement instrument consisted of a test with 36 items, with five alternatives each, only one of them correct, that were elaborated based on a reference matrix, divided into three themes, “Space and Form”, “Quantities and Measures”, and “Numbers and Operations, Algebra and Functions”. Each subject is composed of competencies, which describe the skills to be measured. To build the scale, proficiency levels were specified, representing points selected by the researchers to be pedagogically interpreted. Once the anchor levels are established, anchor items were defined based on some criteria, such as the number of correct answers, the percentage of correct answers and the difference between their values, for consecutive levels. Based on these criteria, three methods of items’ positioning were compared, showing the difficulties of interpretation in points of the scale. Such difficulties made it possible to propose another method, segmenting the scale into ranges of proficiency, based on hierarchical groupings of levels, which allowed the scale to be interpreted in all its breadth.Escola Estadual Santos Dumont, ParanáUniversidade Estadual Paulista (Unesp) Faculdade de Ciências e Tecnologia, Presidente PrudentePrograma de Pós-graduação em Educação Universidade do Oeste Paulista (Unoeste), Presidene PrudentePrograma de Pós-Graduação em Educação Física Universidade Federal de Santa Catarina (UFSC), FlorianópolisPrograma de Pós-Graduação em Ciências de Computação e Matemática Computacional Universidade de São Paulo (USP), São CarlosUniversidade Estadual Paulista (Unesp) Faculdade de Ciências e Tecnologia, Presidente PrudenteEscola Estadual Santos DumontUniversidade Estadual Paulista (UNESP)Universidade do Oeste Paulista (Unoeste)Universidade Federal de Santa Catarina (UFSC)Universidade de São Paulo (USP)Coneglian Fujii, Tânia Robaskiewiczde Souza, Aparecida Donizete Pires [UNESP]Fürkotter, MonicaBorgatto, Adriano FerretiCúri, Mariana2022-04-28T19:50:07Z2022-04-28T19:50:07Z2021-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article1876-1898http://dx.doi.org/10.1590/1980-4415V35N71A29Bolema - Mathematics Education Bulletin, v. 35, n. 71, p. 1876-1898, 2021.1980-44150103-636Xhttp://hdl.handle.net/11449/22334810.1590/1980-4415V35N71A292-s2.0-85123587708Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletininfo:eu-repo/semantics/openAccess2022-04-28T19:50:07Zoai:repositorio.unesp.br:11449/223348Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T19:53:51.055364Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents Estudo sobre Construção de Escalas com Base na Teoria da Resposta ao Item: Avaliação de Proficiência em Conteúdos Matemáticos Básicos |
title |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
spellingShingle |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents Coneglian Fujii, Tânia Robaskiewicz Item response theory Proficiency in basic mathematical content Scale construction and interpretation |
title_short |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
title_full |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
title_fullStr |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
title_full_unstemmed |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
title_sort |
Scale Construction Study based on Item Response Theory: Evaluation of Proficiency in Basic Mathematical Contents |
author |
Coneglian Fujii, Tânia Robaskiewicz |
author_facet |
Coneglian Fujii, Tânia Robaskiewicz de Souza, Aparecida Donizete Pires [UNESP] Fürkotter, Monica Borgatto, Adriano Ferreti Cúri, Mariana |
author_role |
author |
author2 |
de Souza, Aparecida Donizete Pires [UNESP] Fürkotter, Monica Borgatto, Adriano Ferreti Cúri, Mariana |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Escola Estadual Santos Dumont Universidade Estadual Paulista (UNESP) Universidade do Oeste Paulista (Unoeste) Universidade Federal de Santa Catarina (UFSC) Universidade de São Paulo (USP) |
dc.contributor.author.fl_str_mv |
Coneglian Fujii, Tânia Robaskiewicz de Souza, Aparecida Donizete Pires [UNESP] Fürkotter, Monica Borgatto, Adriano Ferreti Cúri, Mariana |
dc.subject.por.fl_str_mv |
Item response theory Proficiency in basic mathematical content Scale construction and interpretation |
topic |
Item response theory Proficiency in basic mathematical content Scale construction and interpretation |
description |
This article presents a study on scale construction, based on the Item Response Theory (IRT), to measure the proficiency in basic mathematical contents, which are key to the follow-up of Calculus and similar subjects, for those entering courses in the Exact Sciences area. The one-dimensional logistic model with three parameters was adopted, which establishes zero as the mean and a standard deviation of 1, for individuals’ proficiencies. The estimated proficiencies were transformed in another scale, opting for values adopted by Brazilian evaluation systems: 250 and 50. The measurement instrument consisted of a test with 36 items, with five alternatives each, only one of them correct, that were elaborated based on a reference matrix, divided into three themes, “Space and Form”, “Quantities and Measures”, and “Numbers and Operations, Algebra and Functions”. Each subject is composed of competencies, which describe the skills to be measured. To build the scale, proficiency levels were specified, representing points selected by the researchers to be pedagogically interpreted. Once the anchor levels are established, anchor items were defined based on some criteria, such as the number of correct answers, the percentage of correct answers and the difference between their values, for consecutive levels. Based on these criteria, three methods of items’ positioning were compared, showing the difficulties of interpretation in points of the scale. Such difficulties made it possible to propose another method, segmenting the scale into ranges of proficiency, based on hierarchical groupings of levels, which allowed the scale to be interpreted in all its breadth. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-01 2022-04-28T19:50:07Z 2022-04-28T19:50:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415V35N71A29 Bolema - Mathematics Education Bulletin, v. 35, n. 71, p. 1876-1898, 2021. 1980-4415 0103-636X http://hdl.handle.net/11449/223348 10.1590/1980-4415V35N71A29 2-s2.0-85123587708 |
url |
http://dx.doi.org/10.1590/1980-4415V35N71A29 http://hdl.handle.net/11449/223348 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 35, n. 71, p. 1876-1898, 2021. 1980-4415 0103-636X 10.1590/1980-4415V35N71A29 2-s2.0-85123587708 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
1876-1898 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129137288675328 |