Developing a Theoretical Framework for Designing Project-Based Learning Mathematics Assessments to Measure High-Order Thinking Skills (Poster 43)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Mathematics Foundations, Achievement, and Applications Across Educational Levels

Abstract

Project-Based Learning (PjBL) fosters various “21st Century Skills” (especially higher-order thinking skills [HOTS]) and is recognized as an effective instructional and learning approach. However, systematic and large-scale measurement on the PjBL-related test has not been implemented in China. To address this need, this study proposed a three-dimensional (Procedure, Context, and Cognitive Level) PjBL theoretical framework to measure the three domains of HOTS (Analyze, Evaluate, and Create). By examining the psychometric properties of the PjBL tests, we observed that the developed PjBL tests have satisfactory reliability and validity on the measurement of Analyze and Evaluate. Further improvements are need for measuring Create. Overall, we believe this framework can be an effective tool that provides practical guidance for PjBL-related test development.

Authors

• Chunxia Qi, Beijing Normal University

• Qi Huang, Purdue University