A Diagnostic Comparison of Turkish and Korean Students' Mathematics Performances on the TIMSS (Trends in International Mathematics and Science Study) 2011 Assessment

• In Event: 52.059 - Cognition and Assessment in Practice

Abstract

Although some researchers question the usefulness of international large-scale assessments (e.g., TIMSS), participating countries have continued to use the results from these large-scale assessments to improve their curricula and teaching methods. Although the common reporting practice (single-score) in these large scale assessments gives useful insights about students’ overall performances, they still lack diagnostic information. Cognitive diagnosis models (CDMs) were developed to provide more feedback on students’ cognitive strengths and weaknesses. This study retrofitted the TIMSS 2011 eighth grade mathematics assessment by applying a specific CDM called DINA (the deterministic, inputs, noisy, “and” gate) model to data from South Korea and Turkey. Results of the DINA model were used to make a detailed comparison between students of these two countries.

Authors

• MUHAMMET ARICAN, Ahi Evran University

• Sedat Sen, Harran University