Assessing Mathematical Competence and Performance: Quality Characteristics, Approaches, and Research Trends
作者： Jan Lonnemann , Marcus Hasselhorn
DOI: 10.1007/978-3-319-97148-3_37
关键词: Competence (human resources) 、 Quality characteristics 、 Objectivity (science) 、 Psychological testing 、 Mathematical development 、 Group testing 、 Neuropsychology 、 Performance quality 、 Cognitive psychology
摘要: To assess children’s individual stages of mathematical development, as well their developmental trajectories, different diagnostic approaches have been developed. Based on the test results such approaches, children with mathematics learning difficulties are identified and programs to enhance can be developed evaluated. In this chapter, quality characteristics assessment described (reliability, objectivity, validity, provision norms). Different categories presented classify assessing competence performance (norm-referenced versus not-norm-referenced tests, group testing, paper-and-pencil tests interviews computer-based chronological educational age–oriented speed power principles task selection). Drawing selected selection discussed (curriculum-based, based neuropsychology theories, or psychology theories) together consequences for interpretation respective results. Finally, some promising research trends outlined.
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