Математическая грамотность. Минск: рикз, 2020. 252 с
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2-ex pisa
- Бұл бет үшін навигация:
- TOTAL 100
| Content category
Percentage of score points in PISA 2021 Change and Relationships Approximately 25 Space and Shape Approximately 25 Quantity Approximately 25 Uncertainty and Data Approximately 25 TOTAL 100 131. It is important to note that items in each content category should have a range of difficulty and mathematical demand. A Range of Item Difficulties 132. The PISA 2021 mathematical literacy survey includes items with a wide range of difficulties, paralleling the range of abilities of 15-year-old students. It includes items that are challenging for the most able students and items that are suitable for the least able students assessed on mathematical literacy. From a psychometric perspective, a survey that is designed to measure a particular cohort of individuals is most effective and efficient when the difficulty of assessment items matches the ability of the measured subjects. Furthermore, the described proficiency scales that are used as a central part of the reporting of PISA outcomes can only include useful details for all students if the items from which the proficiency descriptions are drawn span the range of abilities described. 133. Table 3 describes the range of actions that are expected of students for mathematical reasoning and each of the problem solving processes. These lists describe the actions that the items will demand of students. For each category there are a number of items marked with “**” to denote the actions that are expected of the students that will perform at levels 1a, 1b and 1c as well as level 2 of the proficiency scale. Item developers will need to ensure that there are sufficient items at the lower end of the performance scale to allow students at these levels to be able to show what they are capable of. 198 134. In order to gain useful information for the new lower levels, 1b and 1c, it is vital that context and language do not interfere with the mathematics being assessed. To this end, the context and language must be carefully considered. That said, the items must still be interesting to avoid the possibility that students will simply not attempt the items because it holds no interest. 135. The context for both 1b and 1c level items should be situations that students encounter on a daily basis. Examples of these contexts may include money, temperature, food, time, date, weight, size and distance. All items should be concrete and not abstract. The focus of the item should be mathematical only. The understanding of the context should not interfere with the performance of the item. 136. Equally important, it is to have all items formulated in the simplest possible terms. Sentences should be short and direct. Compound sentences, compound nouns and conditional sentences should be avoided. Vocabulary used in the items must be carefully examined to ensure that students will have a clear understanding of what is being required. In addition, special care will be given to ensure that no extra difficulty is added due to a heavy text load or by a context that is unfamiliar to students based on their cultural background. 137. Items designed for Level 1c should only ask for a single step or operation. However, it is important to note that a single step or operation is not limited to an arithmetical step. This step might be demonstrated by making a selection or identifying some information. Both mathematical reasoning and all of the problem solving processes should be used to measure the mathematical literacy capabilities of students at Levels 1b and 1c. жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
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