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ERIC Number: EJ1147902
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
An Application of the Rasch Measurement Theory to an Assessment of Geometric Thinking Levels
Stols, Gerrit; Long, Caroline; Dunne, Tim
African Journal of Research in Mathematics, Science and Technology Education, v19 n1 p69-81 2015
The purpose of this study is to apply the Rasch model to investigate both the Van Hiele theory for geometric development and an associated test. In terms of the test, the objective is to investigate the functioning of a classic 25-item instrument designed to identify levels of geometric proficiency. The dataset of responses by 244 students (106 for a pre-test and 138 for a post-test) of whom 76 sat both the pre-test and the post-test. The summary item statistics do not show statistically discernible differences between observed and expected scores under the Rasch model (chi-square statistic). The Rasch analysis confirms to a strong extent the Van Hiele theory of geometric development. The study identifies some problematic test items as they only require knowledge of a specific aspect of geometry instead of testing geometric reasoning. In terms of the Van Hiele theory, the Rasch analyses identified as problematic some items about class inclusion, an issue that has also been raised in other studies.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A