Measuring Conceptual Understanding Using Comparative Judgement.

Date

2016-03-08

Advisors

Journal Title

Journal ISSN

ISSN

2198-9745

Volume Title

Publisher

Springer International Publishing

Type

Article

Peer reviewed

Yes

Abstract

The importance of improving students’ understanding of core concepts in mathematics is well established. However, assessing the impact of different teaching interventions designed to improve students’ conceptual understanding requires the validation of adequate measures. Here we propose a novel method of measuring conceptual understanding based on comparative judgement (CJ). Contrary to traditional instruments, the CJ approach allows test questions for any topic to be developed rapidly. In addition, CJ does not require a detailed rubric to represent conceptual understanding of a topic, as it is instead based on the collective knowledge of experts. In the current studies, we compared CJ to already established instruments to measure three topics in mathematics: understanding the use of p-values in statistics, understanding derivatives in calculus, and understanding the use of letters in algebra. The results showed that CJ was valid as compared to established instruments, and achieved high reliability. We conclude that CJ is a quick and efficient alternative method of measuring conceptual understanding in mathematics and could therefore be particularly useful in intervention studies.

Description

The file attached to this record is the author's final peer reviewed version. The publisher's final version of record can be found by following the DOI link.

Keywords

Conceptual understanding of mathematics, Comparative judgement, Measure, Validity, Reliability

Citation

Bisson, M.-J., Gilmore, C., Inglis, M., and Jones, I. (2016) Measuring Conceptual Understanding Using Comparative Judgement. International Journal of Research in Undergraduate Mathematics Education. online first

Rights

Research Institute

Institute for Psychological Science