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A 20-Year study of mathematics achievement


Griffin, P and Callingham, RA, A 20-Year study of mathematics achievement, Journal for Research in Mathematics Education, 37, (3) pp. 167-186. ISSN 0021-8251 (2006) [Refereed Article]

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Copyright 2006 National Council of Teachers of Mathematics (NCTM)

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DOI: doi:10.2307/30035057


Monitoring educational changes over many years is problematic when there are differences in curricula, the nature of the variables being measured, and the selection of participants. Rasch measurement techniques provide a procedure that enables each of these issues to be examined. Using archived and specially collected data, tests of numeracy undertaken in Tasmania over a 20-year period, from 1978 to 1997, were equated and mapped onto the same continuum through a combination of common item and common person equating. Examination of fit to the model showed that the nature of the measured construct had not changed over this period. Although test difficulty appears to have risen over the period, student achievement was relatively unchanged. The implications of these findings for longitudinal studies of achievement are discussed.

Item Details

Item Type:Refereed Article
Keywords:intermediate grades, item analyses, Item Response Theory, longitudinal study, testing
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Assessment, development and evaluation of curriculum
UTAS Author:Callingham, RA (Associate Professor Rosemary Callingham)
ID Code:76195
Year Published:2006
Web of Science® Times Cited:2
Deposited By:Education
Deposited On:2012-03-01
Last Modified:2012-10-09
Downloads:4 View Download Statistics

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