A diagnostic assessment to middle school students’ proportional reasoning

Year 2019, Volume: 8 Issue: 4, 237 - 257, 31.10.2019

Muhammet Arıcan

https://doi.org/10.19128/turje.522839

Cited By: 10

Abstract

This study investigated Turkish middle school students’ proportional
reasoning and provided a diagnostic assessment of their strengths and
weaknesses on the ratio and proportion concepts. A proportional reasoning test
with 22 multiple-choice items was developed from the context of the log-linear
cognitive diagnosis model. The test was developed around four core cognitive
skills (attributes) that required in solving middle school ratio and proportion
problems. These skills included understanding ratios, directly, inversely, and
nonproportional relationships. The test was applied to 282 seventh grade
students, and the collected data were analyzed using the Mplus software. The
analysis showed that approximately 62% of the students were able to recognize
directly proportional relationships. Whereas, roughly 48% of them were able to
recognize inversely proportional relationships. Moreover, while 25% of the
students did not master any of the four cognitive skills, 39.1% mastered all
four of these skills. In addition, many students had difficulty distinguishing
proportional relationships from nonproportional relationships. Diagnostic
feedbacks on the students’ strengths and weaknesses were provided based on the
findings.

Keywords

Diagnostic assessment, Diagnostic classification models, Middle school students, Ratios and proportions, Proportional reasoning

Thanks

I would like to thank Dr. Sedat Şen and Dr. Ragıp Terzi for their valuable feedback.

Ortaokul öğrencilerinin orantısal akıl yürütmeleri üzerine tanısal bir değerlendirme

Abstract

Bu çalışmada ortaokul
öğrencilerinin orantısal akıl yürütmeleri araştırılmış ve oran ve orantı
konuları için güçlü ve zayıf yönlerinin bilişsel bir tanısal değerlendirmesi
sağlanmıştır. Yirmi iki çoktan seçmeli madde içeren bir orantısal akıl yürütme
testi log-linear bilişsel tanı modeli perspektifinden faydalanılarak
geliştirilmiştir. Test, ortaokul öğrencilerinin oran ve orantı problemlerini
çözmeleri için gerekli olan dört temel bilişsel beceri etrafında tasarlanmıştır.
Bu beceriler sırasıyla oran, doğru orantılı ilişki, ters orantılı ilişki ve
orantısal olmayan ilişki kavramlarını anlamayı içermektedir. Test 282 yedinci
sınıf öğrencisine uygulanmış ve toplanan veriler Mplus yazılımı kullanılarak
analiz edilmiştir. Yapılan analizler neticesinde öğrencilerin en çok (yaklaşık
62%) doğru orantılı ilişkileri tanıma becerisine ve en az (yaklaşık 48%) ters
orantılı ilişkileri tanıma becerisine sahip oldukları görülmüştür. Ayrıca,
öğrencilerin 25%’inin dört temel becerinin hiçbirisine sahip olmadıkları,
39,1%’inin ise bütün becerilere sahip oldukları görülmüştür. Bunlara ek olarak,
pek çok öğrencinin orantısal ilişkileri orantısal olmayanlardan ayırt etmede
zorlandıkları görülmüştür. Elde edilen bulgular yorumlanarak öğrencilerin güçlü
ve zayıf yönleri ile ilgili tanısal geri bildirimler verilmiştir.

Keywords

Bilişsel tanı modelleri, Ortaokul öğrencileri, Oran ve orantı, Orantısal akıl yürütme, Tanısal değerlendirme

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