Measuring conceptual understanding in randomised controlled trials

Can comparative judgement help

Dados Bibliográficos

ID11159751
AutoresIan Jones (0000-0002-4490-6678, Loughborough University UK, autor correspondente), Marie Bisson (De Montford University UK), Camilla Gilmore (0000-0002-5879-2683, Loughborough University UK), Matthew Inglis (0000-0001-7617-4689, Loughborough University UK)
Ano2019
Volume45
Fascículo3
Páginas662-680
Data de publicação2019-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Educational Research Journal (JOURNAL)
Identificadores do periódicoISSN: 0141-1926 • E-ISSN: 1469-3518
EditoraWiley (PUBLISHER • GB)
DOI10.1002/berj.3519
OpenAlexW2944732768
IdiomaEN
Citações recebidas9
Referências citadas39

An impediment to conducting high‐quality quantitative research studies in education is the paucity of valid measures of learning gains. Studies often seek to investigate students’ deep, conceptual understanding yet many measures assess only surface, procedural understanding. One reason is that the development of validated measures of conceptual understanding is resource intensive and time consuming, and success is not guaranteed. We evaluated a novel and efficient technique, based on comparative judgement, for assessing conceptual understanding. We applied the technique to a randomised controlled trial in which students were taught simple algebra based on either the Grid Algebra or the MiGen software package. The participants were Year 5 students ( N = 188) drawn from four primary schools who had not encountered algebra previously. An instrument from the literature (Concepts in Secondary Mathematics and Science: Algebra Scale) and a novel comparative judgement assessment were administered following the intervention. Students in the Grid Algebra condition outperformed those in the MiGen condition on both post‐test measures. The comparative judgement technique performed similarly to the standard instrument but was far more efficient to design and implement. The technique can, in principle, be quickly applied to any target concept of interest. We conclude that comparative judgement is a valid, reliable and practical tool that could help to increase both the quantity and quality of quantitative research in education

Epistemology · Judgement · Management science · Mathematics education · Quality (philosophy) · Test (biology) · Computer Science · Engineering · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy · Statistics Education and Methodologies