The challenges and complexities of writing items to test mathematical literacy

Dave Tout; James Spithill

doi:10.1007/978-3-319-10121-7_7

The challenges and complexities of writing items to test mathematical literacy

Dave Tout, James Spithill

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

The key to obtaining valid results from a large, international survey is having access to assessment items that are fit for the intended purpose. They must align with and incorporate the requirements of the relevant framework, give students fair and reasonable opportunity to demonstrate their true level of performance, cover a wide range of student abilities and mathematical literacy content, and work well in many different languages and cultural contexts. This chapter describes in detail the process that item writers from the PISA international contractors applied to generate items for the 2012 survey, from initial draft to final assessment, for both paper-based and computer-based items.

Original language	English
Title of host publication	Assessing mathematical literacy : the PISA experience
DOIs	https://doi.org/10.1007/978-3-319-10121-7_7
Publication status	Published - Sept 2014

Keywords

International survey
Assessment
Framework
Students
Student ability
Literacy
PISA

Disciplines

Educational Assessment, Evaluation, and Research
Science and Mathematics Education

Access to Document

10.1007/978-3-319-10121-7_7Licence: Unspecified

Cite this

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