Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS
The data from international large-scale assessments, such as The Trends in International Mathematics and Science Study (TIMSS), is often designed and used as an assessment of learning rather than an assessment for learning. This research employed TIMSS 2011 data, focusing on the geometric performanc...
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| Format: | Article |
| Language: | English |
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Muhammadiyah University Press
2024-07-01
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| Series: | Journal of Research and Advances in Mathematics Education |
| Subjects: | |
| Online Access: | https://journals2.ums.ac.id/index.php/jramathedu/article/view/4019 |
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| _version_ | 1839634803880624128 |
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| author | Jinqing Liu Lili Zhou Pavneet Kaur Bharaj Da Zhou Jane-Jane Lo |
| author_facet | Jinqing Liu Lili Zhou Pavneet Kaur Bharaj Da Zhou Jane-Jane Lo |
| author_sort | Jinqing Liu |
| collection | DOAJ |
| description | The data from international large-scale assessments, such as The Trends in International Mathematics and Science Study (TIMSS), is often designed and used as an assessment of learning rather than an assessment for learning. This research employed TIMSS 2011 data, focusing on the geometric performance of fourth-grade students in the United States, to demonstrate how large-scale assessments can be utilized qualitatively to identify students' learning challenges, providing valuable insights to inform geometry teaching practices. Using van Hiele’s levels of geometric thinking as a guiding framework, the 24 released geometry items were analyzed to identify students’ struggle points in geometry nationwide. Our analysis revealed that students performed well on tasks that were visual, contextually grounded, and had clearly defined manipulative expectations.. However, students needed further support to solve items requiring a deep understanding of geometrical concepts, such as finding the perimeter of a square. Additionally, students excelled at solving tasks involving the identification of relative positions of objects on a map and recognizing lines of symmetry in regular shapes. However, they struggled with measurement-related tasks. Our analysis also identified a range of item features that might cause difficulties that impacted the way students responded to these items. Instructional implications for elementary mathematics education are discussed. |
| format | Article |
| id | doaj-art-86f5adca24a84ed0a33a1faec2f35a18 |
| institution | Matheson Library |
| issn | 2503-3697 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | Muhammadiyah University Press |
| record_format | Article |
| series | Journal of Research and Advances in Mathematics Education |
| spelling | doaj-art-86f5adca24a84ed0a33a1faec2f35a182025-07-10T03:26:25ZengMuhammadiyah University PressJournal of Research and Advances in Mathematics Education2503-36972024-07-0112614310.23917/jramathedu.v9i3.40194032Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSSJinqing Liu0Lili Zhou1Pavneet Kaur Bharaj2Da Zhou3Jane-Jane Lo4University of ScrantonCalifornia State UniversityCalifornia State UniversityNortheast Normal UniversityWestern Michigan UniversityThe data from international large-scale assessments, such as The Trends in International Mathematics and Science Study (TIMSS), is often designed and used as an assessment of learning rather than an assessment for learning. This research employed TIMSS 2011 data, focusing on the geometric performance of fourth-grade students in the United States, to demonstrate how large-scale assessments can be utilized qualitatively to identify students' learning challenges, providing valuable insights to inform geometry teaching practices. Using van Hiele’s levels of geometric thinking as a guiding framework, the 24 released geometry items were analyzed to identify students’ struggle points in geometry nationwide. Our analysis revealed that students performed well on tasks that were visual, contextually grounded, and had clearly defined manipulative expectations.. However, students needed further support to solve items requiring a deep understanding of geometrical concepts, such as finding the perimeter of a square. Additionally, students excelled at solving tasks involving the identification of relative positions of objects on a map and recognizing lines of symmetry in regular shapes. However, they struggled with measurement-related tasks. Our analysis also identified a range of item features that might cause difficulties that impacted the way students responded to these items. Instructional implications for elementary mathematics education are discussed.https://journals2.ums.ac.id/index.php/jramathedu/article/view/4019geometry and measurement assessment for learning timssvan hielelarge-scale assessment |
| spellingShingle | Jinqing Liu Lili Zhou Pavneet Kaur Bharaj Da Zhou Jane-Jane Lo Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS Journal of Research and Advances in Mathematics Education geometry and measurement assessment for learning timss van hiele large-scale assessment |
| title | Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS |
| title_full | Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS |
| title_fullStr | Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS |
| title_full_unstemmed | Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS |
| title_short | Using international large-scale assessment for learning: Analyzing U.S. students’ geometry performance in TIMSS |
| title_sort | using international large scale assessment for learning analyzing u s students geometry performance in timss |
| topic | geometry and measurement assessment for learning timss van hiele large-scale assessment |
| url | https://journals2.ums.ac.id/index.php/jramathedu/article/view/4019 |
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