n South African Journal of Education - The need for invariant assessments in South African education
|Article Title||The need for invariant assessments in South African education|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Affiliations||1 University of Johannesburg|
|Publication Date||May 2014|
|Pages||1 - 18|
|Keyword(s)||Foundation phase learners, Invariance, Mathematical competence and Rasch Model|
ISI Social Science
Presently, a plethora of instruments designed to assess a mathematical skill, disposition, or competence prevail in South Africa. Yet few of them adhere to the basic requirements of the unidimensionality and invariance of measures. The Marko-D is a mathematical instrument designed to test learners between the ages of 4 and 8. The instrument, thus far, appears to adhere to the central tenets of fundamental measurement, which hold that a test should be invariant across different groups of people and that it should measure a single variable to a level of precision that is useful practically and theoretically. The Marko-D was used to assess the mathematical competence of 249 foundation phase pupils. Even though we cannot conclude at this stage that the Marko-D satisfies the requirements of invariance and unidimensionality completely, this study provides an elucidation of the need for invariant assessments in South African education.
Article metrics loading...