Creation and Validation of the Algebra Concept Inventory

• In Event: Algebra, Proportional Reasoning, and Working Memory

Abstract

Algebraic conceptual understanding is a critical skill. However, to date larger-scale validated algebra assessments consist mostly of computational tasks, or only assess a very narrow range of conceptions in a smaller focused domain. Moreover, few instruments have been validated for college students. In this paper, we describe the creation and validation of an algebra concept inventory for college students. We descibe how items were administered, revised, and tested for validity and reliability. Results suggest that algebraic conceptual understanding is a measureable construct, and that the instrument has reasonable validity and reliability. Revision and validation is ongoing; however, lessons learned thus far provide information about what conceptual understanding in algebra might look like and how it may be assessed.

Authors

• Claire Wladis, Borough of Manhattan Community College

• Kathleen Offenholley, Borough of Manhattan Community College

• Benjamin D. Sencindiver, University of Texas - San Antonio

• Nils Myszkowski, Pace University

• Geillan Dahab Aly, Graduate Center - CUNY