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A 20-Year study of mathematics achievement
journal contribution
posted on 2023-05-17, 10:43 authored by Griffin, P, Rosemary CallinghamRosemary CallinghamMonitoring 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.
History
Publication title
Journal for Research in Mathematics EducationVolume
37Pagination
167-186ISSN
0021-8251Department/School
Faculty of EducationPublisher
Natl Counc Teach MathPlace of publication
1906 Association Drive, Reston, USA, Va, 22091Rights statement
Copyright 2006 National Council of Teachers of Mathematics (NCTM)Repository Status
- Restricted