Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2004

Full Length Research Paper

Examination of test and item statistics from visual and verbal mathematics questions

Cagla Alpayar
  • Cagla Alpayar
  • Educational Measurement and Evaluation, Mathematics Education, Educational Theory, Faculty of Educational Sciences, Ankara University, Ankara, Turkey.
  • Google Scholar
H. Deniz Gulleroglu
  • H. Deniz Gulleroglu
  • Educational Measurement and Evaluation, Mathematics Education, Educational Theory, Faculty of Educational Sciences, Ankara University, Ankara, Turkey.
  • Google Scholar


  •  Received: 19 June 2017
  •  Accepted: 11 August 2017
  •  Published: 10 September 2017

References

Abedi J, Courtney M, Leon S (2003). Effectiveness and validity of accommodations for English language learners in large-scale assessments. CSE Report 608. University of California, Los Angeles.

 

Ahmed A, Pollitt A (2000). Observing context in action. A paper presented in IAEA Conference, Jerusalem. 

View

 

Ahmed A, Pollitt A (2007). Improving the quality of contextualized questions: An empirical investigation of focus. Assessment in education: Principles, policy and practice. 14(2):201-233.
Crossref

 

Akhun I (1991). Statistical significance and sample [Ä°statistiklerin manidarlığı ve örneklem]. Ankara: Kendi Yayını.

 

Anastasi A (1982). Psychological testing, U.S.A.: 7th edition Macmillan.

 

Antoinetti A (1991). Why does mental visualization facilitate problem-solving? Adv. Psychol. 80:211-227.
Crossref

 

Anagnostopoulou K, Hatzinikita V, Chrisdou V (2015). Comparing international and national science assessment: what we learn about the use of visual representations. Educ. J. University Patras UNESCO Chair 2(1):96-110.

 

BaÄŸcı M (1998). The effect of formal characteristics of item root on the item validity and reliability of test in geometry test [Geometri testinde madde kökünün biçimsel özelliklerinin madde geçerliÄŸine ve testin güvenirliÄŸine etkisi] (Unpublished master dissertation). Hacettepe University, Ankara.

 

Beb-Chaim D, Lappan G, Houang RT (1989). The role of visualization in middle school mathematics curriculum. Focus on Learn. Problems Math. 11(1-2):49-60.

 

Berends IE, van Lieshout EC (2009). The Effect of illustrations in arithmetic problem-solving: Effect of increased cognitive load. Learn. Instruction 19(4):345-353.
Crossref

 

BerberoÄŸlu G (2012). Content validity [Kapsam geçerliÄŸi]. Cito EÄŸitim: Kuram ve Uygulama, 15:9-16.

 

Brown M (1999). One Mathematics for All. In C. Hoyles, M. Morgan & G. Woodhouse (Eds.). Rethinking the Mathematics Curriculum. Falmer Press: London. pp. 78-89.

 

Büyüköztürk Åž, Çakmak EK, Akgün ÖE, Karadeniz Åž, Demirel F (2012). Scientific research methods [Bilimsel araÅŸtırma yöntemleri] Ankara: Pegem Akademi Yayimcilik.

 

Carpenter PA, Marcel AJ, Peter S (1990). What one intelligence test measures: a theoretical account of the processing in the Raven Progressive Matrices Test. Psychol. Rev. 97(3):404-431.
Crossref

 

Civelek M (1998). The effect of using shapes in multiple choice test items on the item and test properties [Çoktan seçmeli test maddelerinde ÅŸekil kullanmanın madde ve test özelliklerine etkisi] (Unpublished master dissertation). Hacettepe University, Ankara.

 

Clark RC, Lyons C (2004). Graphics for learning: proven guidelines for planning, designing and evaluating visuals in training materials. San Franciso: Pfeiffe.

 

Creswell JW, Clark VLP (2007). Designing and conducting mixed methods research. London: SAGE Publication.

 

Creswell JW, Miller DM (2000). Determining validity in qualitative inquiry. Theory into Practice 39(3):124-130.
Crossref

 

Creswell JW (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education: Boston.

 

Crisp V, Sweiry E (2003). Can a picture ruin a thousand words? Physical aspects of the way exam questions are laid out and the impact of changing them. A paper presented in British Educational Research Association Annual Conference, Edinburgh. 

 

Crocker L, Algina J (1982). Introduction to the classical and modern test theory. New York: Wadsworth Thompson Learning.

 

De Melo HT (1980). Visual self-paced ınstruction and visual testing ın biological science at the secondary level (Unpublished doctoral dissertation). Pennsylvania State University.

 

Diamond MS (2008). The impact of text-picture relationships on reader recall and inference making: a study of fourth graders' responses to narrative picture books. (Unpublished doctoral dissertation). Temple University, Philadelphia.

 

DemirtaÅŸlı NÇ (2010). The element of everyday life in measurement of high-level thinking skills [Üst düzey düÅŸünme becerilerinin ölçülmesinde günlük yaÅŸam unsure]. CITO: Kuram ve Uygulama, 7:9-26.

 

Duran M, Balta N (2014). The influence of figured and non-figured questions on secondary students' success at science exams. Pakistan J. Statistics 30(6):1279-1288.

 

Ebel RL (1965). Measuring educational achievement. New Jersey: Prentice-Hall.

 

ErkuÅŸ A (2003). Writing on psychometry [Psikometri üzerine yazılar] Ankara: Türk Psikologlar DerneÄŸi Yayınları.

 

Finn M, White ME, Walton M (2000). Tourism and leisure research methods: Data collection, analysis, and interpretation. Essex: Pearson Education Limited.

 

Filippatou D, Pumfrey PD (1996). Pictures, titles accuracy and reading comprehension: a research review (1973-1995). Educ. Res. 38(3):259-291.
Crossref

 

Fraenkel JR, Wallen NE, Hyun H (2011). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill Education.

 

Guest G, Bunce A, Johnson L (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1):59-82.
Crossref

 

Furst EJ (1958). Constructing evaluation instruments. London: Longman group.

 

Habre S (2001). Visualization enhanced by technology in the learning of multivariable calculus. Int. J. Computer Algebra Math. Educ. 8(2):115-130.

 

Haladyna TM (1997). Writing test ıtems to evaluate higher order thinking. Boston: Allyn & Bacon.

 

Haladyna TM, Downing SM, Rodriquez MC (2002). A review of multiple choice item writing guidelines for classroom assessment. Appl. Meas. Educ. 15(3):309-334.
Crossref

 

Hall VC, Bailey J, Tillman C (1997). Can student-generated illustrations be worth ten thousand words? J. Educ. Psychol. 89(4):677-681.
Crossref

 

Handono EB (1996). Effective and visualization for learning materials for girls and woman, LRC Training Workshop in Phnom Penh: Cambodia. 

View

 

Hillocks G (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.

 

Ä°ÅŸler ÅžA (2003). Place and importance of illustration use in written course materials [Yazılı ders materyallerinde illüstrasyon kullanımının yeri ve önemi]. Milli EÄŸitim/ EÄŸitim- Kültür- Sanat Dergisi 157:55-63.

 

Kaptan F (1985). A qualitative research on SSPE (Student Selection and Placement Exam) physics questions [ÖSYS fizik soruları üzerinde bir nitelik araÅŸtırması] (Unpublished master dissertation). Hacettepe University, Ankara.

 

Kaufmann G (1985). A theory of symbolic representation in problem solving. J. Mental Imagery 9(2):51-70.

 

Kopriva R (2008). Improving testing for English language learners. New York: Taylor & Francis Grouping: Routledge.

 

Lanzig JWA, Stanchev I (1994). Visual aspects of courseware engineering. J. Comput. Assisted Learn. 10(2):69-80.
Crossref

 

Levie WH, Lentz R (1982). Effects of text illustrations: a review of research. Educ. Commun. Technol. J. 30(4):195-232.

 

Levin JR (1981). On the functions of pictures in prose. In: Pirozzolo, F. J., and Wittrock, M. C. (Eds.) Neuropsychological and Cognitive Processes in Reading: New York: Academic Press pp. 203-228.
Crossref

 

Lohr LL (2003). Creating graphics for learning and performance: Lessons in visual literacy (2nd ed.). Upper Saddle River, New Jersy: Merrill.

 

Luchins AS (1942). Mechanization in problem-solving: The effect of Einstellung. Psychological Monographs, Washington: Am. Psychol. Assoc. 54(6).

 

Mevarech ZR, Stern E (1997) Interaction between knowledge and contexts on understanding abstract mathematical concepts. J. Exp. Child Psychol. 65(1):68-95.
Crossref

 

Ministry of Education program (2009). Primary mathematics lesson 6-8 classes' curriculum and instruction. [Ä°lköÄŸretim matematik dersi 6-8. sınıflar öÄŸretim programı ve kılavuzu]. Ankara: MEB Basım".

 

Murphy SJ (2009a). The power of visual learning in secondary mathematics education. 

 

Murphy SJ (2009b). Visual learning in elementary mathematics research ınto practice mathematics: how does visual learning help students perform better in mathematics?. 

View

 

National Council of Teachers of Mathematics (NCTM) (1999). Principles and standards for school mathematics. NCTM Publications.

 

National Research Council (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.

 

Nickerson RS (1965). Short-term memory for complex meaningful visual configuration: A Demonstration of Capacity. Can. J. Psychol. 19(2):155-160.
Crossref

 

Nitko AJ (2004). Educational assessment of students. Englewood Cliffs, New Jersey: Pearson Education.

 

Osterlind SJ (1989). Constructing test items: Multiple-choice, constructed response, performance and other formats. (2nd ed.). Boston/Dordrecht/London: Kluwer Academic Publisher.
Crossref

 

Paivio A (2013). Imagery and verbal processes. Psychology Press.

 

Paivio A (1990). Mental representations: A dual coding approach. Oxford: Oxford Psychology Series.
Crossref

 

Peeck J (1974). Retention of pictorial and verbal content of a text with illustrations. J. Educ. Psychol. 66(6):880-888.
Crossref

 

Peeck J (1993). Increasing picture effect in learning from illustrated text. Learn. Instruction 3(3):227-238.
Crossref

 

Phillips LM, Norris SP, Macnab JS (2010). Visualization in mathematics, reading and science education. Dordrecht: Springer.
Crossref

 

Pollitt A, Ahmed A (1999). A new model of the question answering process. A paper presented in International Association for Educational Assessment Conference, Slovenia. 

View

 

Popham WJ (2000). Modern educational measurement: Practical Guidelines for Educational Leaders (3rd edition). Needham, MA: Allyn & Bacon.

 

Rasmussen C, Bisanz, J (2005). Representation and working memory in early arithmetic. J. Exp. Child Psychol. 91(2):137-157.
Crossref

 

Rodriguez MC, Haladyna TM (2013). Writing selected-response items for classroom assessment. In: J. H. McMillan (Ed.) Sage Handbook on Research on classroom assessment, Thousand Oaks: SAGE Publications, Inc. pp. 293-312.
Crossref

 

Salona-Flores G, Wang C (2011, April). Conceptual framework for analyzing and designing illustrations in science assessment: Development and use in the testing of linguistically and culturally diverse populations. A paper presented in Congress of National Measurement and Evaluation Commission New Orleans University: L.A.

 

Salend SJ (2009). Classroom testing and assessment for all students: Beyond standardization. Thousand Oaks: Corwin Press.
Crossref

 

Saß S, Wittwer J, Senkbeil M, Köller O (2012). Pictures in test items: Effects on response time and response correctness. Appl. Cogn. Psychol. 26(1):70-81.
Crossref

 

Schwandt TA, Halpern ES (1988). Linking auditing and meta-evaluation: Enhancing quality in applied research. Newbury Park, CA: Sage.
Crossref

 

Schiffman P (1995). Low grade metamorphism of mafic rocks. Wiley Online Library 33(1):81-86.
Crossref

 

Sharma MC (1985). Visualization. Math Notebook 4(5-6):1-2.

 

Shepard RN (1967). Recognition memory for words, sentences, and pictures. J. Verbal Learn. Verbal Behav. 6(1):156-163.
Crossref

 

Shorrocks-Taylor D, Hargreaves M (1999). Making it clear: A review of language issues in testing with special reference to the national curriculum mathematics tests at key stage 2. Educ. Res. 41(2):123-136.
Crossref

 

Shriver KA (1997). Dynamics in document design: Creating texts for readers. New York: Wiley Publisher.

 

Standing L (1973). Learning 10,000 pictures. Q. J. Experimental Psychol. 25(2):207-222.
Crossref

 

Stewart CJ, Cash WB (1985). Interviewing: Principles and Practices. Dubuque, Iowa: W. C. Brown Pub.

 

Stewart J, Van Kirk J, Rowell R (1979). Concept maps: A tool for use in biology teaching. Am. Biol. Teacher 41(3):171-175.
Crossref

 

Sternberg RJ (1999c). The theory of successful intelligence. Rev. General Psychol. 3:292-316
Crossref

 

Suh Y, Grant LW (2014). Assessing ways of seeing the past: Analysis of the use of historical images and student performance in the NAEP U.S.A. History Assessment, History Teacher 48(1):71-90.

 

Sweiry E, Crisp V, Ahmed A, Pollitt A (2002). Tales of the expected: The influence of students' expectations on exam validity. A paper presented in British Educational Research Association Conference, Exeter. 

View

 

Sweller J (1994). Cognitive load theory, learning difficulty, and instructional design. Learn. Instruction 4(4):295-312.
Crossref

 

Sweller J (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educ. Psychol. Rev. 22(2):123-138.
Crossref

 

Thinsley HEA, Dawis RV (1974). The equivalence of semantic and figural presentation of the same test items. Educ. Psychol. Measure. 34(3):607-615.
Crossref

 

Tout D, Spithill J (2015). The challenges and complexities of writing items to test mathematical literacy. In: Stacey, K. & Turner R (Eds.). Assessing mathematical literacy: the PISA experience. Australia: Springer. pp. 145-171.
Crossref

 

Turkish Language Instutions (2016). 

View

 

Washington WN, Godfrey RR (1974). The effectiveness of illustrated items. J. Educ. Measure. 11(2): 121-124.
Crossref

 

Whimbey A, Lochhead J, Narode R (2013). Problem solving and comprehension. New York: Routledge.

 

Whitely SE (1983). Construct validity: Construct representation vs nomothetic span. Psychol. Bull. 93(1):179-197.
Crossref

 

Wiggins G (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey - Bass Publishers.

 

Vorstenbocsch MATM, Klaassen TPFM, Kooloos JGM, Bolhuis SM Laan RFJM (2013). Do images influence assessment in anatomy? Exploring the effect of images on item difficulty and Item discrimination. Anatomical Sci. Educ. 6(1):29-41.
Crossref

 

Vekiri I (2002). What is the value of graphical displays in learning? Educ. Psychol. Rev. 14(3):261-312.
Crossref

 

Yıldırım A, ÅžimÅŸek H (2008). Qualitative research methods in the social sciences [Sosyal bilimlerde nitel araÅŸtırma yöntemleri]. Ankara: Seçkin Yayıncılık.

 

Yuill N, Oakhill J (1991) Children's problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press.

 

Zaraycki P (2004). From visualizing to proving. Teaching Mathematics and Its Applications 23(3):108-118.
Crossref