The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement

• Published in: Large-scale assessments in education Vol. 6; no. 1; pp. 1 - 17
• Main Authors: Hole, Arne, Grønmo, Liv Sissel, Onstad, Torgeir
• Format: Journal Article
• Language: English
• Published: New York Springer US 04.05.2018; Springer; Springer Nature B.V; SpringerOpen
• Subjects: Achievement Tests; Assessment; Differences; Difficulty Level; Education; Educational Policy and Politics; Educational Research; Elementary Secondary Education; Foreign Countries; Grade 8; Humanities; International Assessment; Item categorization; Item Response Theory; Large-scale assessments; Law; Mathematical competencies; Mathematical theory; Mathematics; Mathematics Achievement; Mathematics Education; Mathematics Instruction; Mathematics Tests; Physics education; Regional Characteristics; Science Achievement; Science Tests; Secondary School Students; Statistics for Social Sciences; Test Items; Testing and Evaluation; Theories; Mathematical competencies; PISA; Mathematics assessment; Mathematical theory; TIMSS; Mathematics education; Physics education; Large-scale assessments; Item categorization; TIMSS Advanced
• ISSN: 2196-0739; 2196-0739
• DOI: 10.1186/s40536-018-0055-0

Background This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the student in solving the item. The framework can be applied to any test in which some kn...