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| Titel: |
Applying the Partial Credit Model to Educational Diagnosis |
| Auteur: |
Adams, Raymond J. |
| Verschenen in: |
Applied measurement in education |
| Paginering: | Jaargang 1 (1988) nr. 4 pagina's 347-361 |
| Jaar: |
1988-10-01 |
| Inhoud: |
Diagnosis has been a popular aim of educational testing for many years, but it has continued with limited success. The diagnostic interpretation of test data is most effective when students' responses are referred to a frame of reference describing the types and level of understanding that students have of specific concepts. This article shows how such a frame of reference might be built for a set of elementary mathematics tasks by defining several ordered levels of understanding for each task. The advantage of this approach is that it enables each individual's test score to be interpreted in terms of the levels of skill and understanding displayed by that student on the set of tasks. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 3 van 7 gevonden artikelen
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