Analyzing Item Measure Hierarchies to Develop a Model of Students' Proportional Reasoning

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-9 - Research on Algebraic and Proportional Reasoning

Abstract

In an effort to inform and support classroom practice focused on building upon students’ thinking, we develop domain specific models of patterns in students’ reasoning in association with assessment/item frameworks. The research presented here focuses on the proportional reasoning domain. We operationalized aspects of proportional reasoning as assessment item types followed by examination of the item type hierarchies using Rasch item measures. Our findings situate four aspects of proportional reasoning along a trajectory of difficulty; (a) intuitive/informal reasoning, (b) use of the scalar relationship, (c) unit rate understanding, and (d) use and understanding of the functional relationship. The resulting model and item type framework are useful at the classroom level to diagnose students’ understanding and assist in scaffolding instruction.

Authors

• Michele Carney, Boise State University

• Everett V. Smith, EVS Psychometric Services, LLC