Development and Validation of a Mathematical Writing Measure

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Student Cognition and Reasoning in Mathematics (Table 12)

Abstract

Written communication for mathematical thinking is one of the key standards for mathematics education (NCTM, 2000). Based on the standards, many state assessments include open-ended items that require students to construct written responses for mathematical problem solving and reasoning. Contrary to the existing holistic rubric systems, this study aims to develop an analytic rubric to provide diagnostic information about students’ mathematics and writing performance. We developed an analytic rubric based on the literature review and examined its validity and reliability with the data collected from 153 fourth grade students based on the classical test theory and item response theory. The results would be discussed during the presentation.

Authors

• Joo-Young Lee, University of Maine
  Presenting Author

• Elizabeth M. Hughes, Pennsylvania State University
  Presenting Author

• Paul Riccomini, Pennsylvania State University
  Presenting Author