The Importance of Computational Skill for Answering Items in a Mathematics Problem Solving Test

Implications for Construct Validity

Bibliographic Data

ID20282910
AuthorsRobert A Forsyth (University of Iowa), Timothy N Ansley (University of Iowa)
Year1982
Volume42
Issue1
Pages257-263
Publication date1982-03-01
Open AccessYes
TypeARTICLE
VenueEducational and Psychological Measurement (JOURNAL)
Journal identifiersISSN: 0013-1644 • E-ISSN: 1552-3888
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/0013164482421032
OpenAlexW1987997830
LanguageEN
Citations received1
References cited4

The primary purpose of this study was to investigate the importance of computational skill for answering items in the Quantitative Thinking subtest (Test Q) of the Iowa Tests of Educational Development (ITED). Nine matched pairs of schools participated in the study. One school from each pair allowed students to use calculators when taking Test Q, while the other school did not allow calculators to be employed. The difficulty levels of the items in Test Q were calculated for both test conditions. In general, the differences in p values were very small. On the basis of these results, it was concluded that computational skill is not a major factor contributing to an examinee's score on Test Q and thus that the use of Test Q as a measure of problem solving ability is not compromised by its computational requirements

Computational Thinking · Construct (python library) · Construct validity · Data mining · Developmental psychology · Item analysis · Item response theory · Mathematics education · Measure (data warehouse) · Psychometrics · Test (biology) · Test validity · Validation test · Computer Science · Mathematics Education and Teaching Techniques · Psychology · Statistics Education and Methodologies · Teaching and Learning Programming

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