Use of Implicative and Cohesitive Analysis for exploiting a mathematical standardized test
Abstract
The research presented in this paper concerns a data analysis of a standardized diagnostic test used in 2008 at grade 6 level in the Bologna area (Italy). The implicative and cohesitive analysis has been used to take a close look to the results of this test in a way that we think as both original and complementary
to other analysis. The paper brings some information on the links among test
items and between these items and some students’ perceptions. Therefore, several points of interest for teachers’ development are suggested. The paper briefly explores the item complexity issue, the difference between complexity and difficulty, the use of the implicative analysis for the whole test as well as for some partial analysis, particularly concerning the abilities defined by the test developers. The method allows to put in light the intimate structure of the test as well as the cognitive structure of the students.
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