engleski

Which Cognitive Levels Do Students Use When Solving the Maths Problems? Comparison of Students and Teachers Perspectives

When constructing knowledge tests, cognitive level is usually one of the dimensions comprising the test specifications with each item assigned to measure a particular level. The aim of this paper is to investigate: (I) can the Math teachers recognize which cognitive level is measured by each item? ; and (II) what cognitive levels do students really use when solving the Math items? For the purpose of this research, a Croatian final high-school Math test was used. Subject-matter specialists who constructed the test classified the items into the three categories based on the cognitive level that they supposed to measure: knowledge, comprehension, and application. High-school Math teachers (N=105) were asked to classify the items from the Math test into three cognitive level categories. In addition, 16 senior high-school students individually solved the Math test and after each solved item, they were asked to explain the cognitive processes used to reach their solution. Teachers’ judgments and cognitive interviews with the students revealed differences in the cognitive classifications of the items designated by the test makers. The cognitive levels were not efficient descriptors of the items and so improvements are needed in describing the cognitive skills measured by items.

knowledge test ; cognitive levels ; teachers' judgments ; students ; think-aloud protocols

nije evidentirano