Date of Award
1-1-2011
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Program
Curriculum and Instruction
Content Description
1 online resource (ix, 126 pages) : PDF file
Dissertation/Thesis Chair
Vicky Kouba
Committee Members
Dianna Newman, Robert Bangert-Drowns
Keywords
Educational testing, Elementary mathematics, State Tests, Mathematics, Achievement tests, Questioning
Subject Categories
Elementary Education | Science and Mathematics Education
Abstract
This study investigated the predictive ability of students' responses to open-ended, constructed/extended questions in third and fourth grade mathematics content sub-categories on subsequent fifth grade mathematics achievement proficiency levels. Open-ended, extended/constructed response questions reflected content as outlined by the National Council of Teachers of Mathematics (2007) in statistics and probability, number sense, numeration and operations, geometry, algebra, and measurement. Archival data from over 300 third, fourth and fifth grade students in one public school in New York State during the 2003- 2009 academic school years were utilized. Third grade predictor variables included statistics and probability, number sense, numeration and operations, geometry, and algebra. Fourth grade predictor variables included statistics and probability, number sense, numeration and operations, geometry, algebra and measurement.
Recommended Citation
Gullie, Kathy Ann, "Open-ended (extended/constructed) response questions as predictors of success on subsequent state mathematics examination : the influence of mathematical awareness and conceptual knowledge" (2011). Legacy Theses & Dissertations (2009 - 2024). 349.
https://scholarsarchive.library.albany.edu/legacy-etd/349