Mathematics beyond computation: and examination of assessment tools and exploration of an alternative item set
This study examined the role of mathematical understanding in studentsâ overall mathematical knowledge. Participants included a total of two students who were tested with a selection of items from the mathematics subtests of the Wechsler Individual Achievement Test, Second Edition (WIATâ II) and a set of comparison items (Pilot Items). Results suggested that there was a difference between the type of information collected by the two item sets and that mathematical understanding could exist in the face of poor calculation skills. Additionally, an Evaluation Rubric was developed based on the work of the National Council of Teachers of Mathematics (NCTM). Both of the mathematics subtests of the WIATâ II were analyzed using the Evaluation Rubric, as were the Pilot Items. Results suggested that the WIATâ II items were weakest in the areas of Process and Knowledge Representation whereas the Pilot Items were strongest in these areas. Findings are discussed within the context of psychoeducational assessment and mathematics learning disabilities.
Education , Educational psychology , Evaluation , Ability testing , Mathematics , Wechsler Individual Achievement Test , Mathematical ability , Testing , Learning disabled children , Psychometrics