Assessing authenticity in modelling test items: deriving a theoretical model
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Assessing authenticity in modelling test items: deriving a theoretical model. / Schlüter, Dominik; Besser, Michael.
in: Frontiers in Education, Jahrgang 9, 1343510, 31.01.2024.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Assessing authenticity in modelling test items: deriving a theoretical model
AU - Schlüter, Dominik
AU - Besser, Michael
N1 - Copyright © 2024 Schlüter and Besser.
PY - 2024/1/31
Y1 - 2024/1/31
N2 - Authenticity is considered a central feature in the context of teaching and learning mathematical modelling and is often demanded for both learning tasks and test items. Although large-scale studies hark back to this construct for years, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. The article addresses this research desideratum and aims at deriving such a model based on existing theoretical concepts in mathematics education. The article provides a broad theoretical overview of the status quo of the construct and presents the “Model for Authenticity in Modelling Test Items” (MAMTI) as a result of those theoretical considerations. The model is based on the ideas of constructivist object authenticity and comprises a total of 8 aspects: real-world context, events, objects, question/assignment, data, figures, use of mathematics and purpose. The model enables further empirical studies to analyze and classify modelling test items or to vary them in terms of authenticity expression.
AB - Authenticity is considered a central feature in the context of teaching and learning mathematical modelling and is often demanded for both learning tasks and test items. Although large-scale studies hark back to this construct for years, it is largely unclear how a theoretical and empirically robust model for the description and practical operationalization of authenticity in modelling test items might look like. The article addresses this research desideratum and aims at deriving such a model based on existing theoretical concepts in mathematics education. The article provides a broad theoretical overview of the status quo of the construct and presents the “Model for Authenticity in Modelling Test Items” (MAMTI) as a result of those theoretical considerations. The model is based on the ideas of constructivist object authenticity and comprises a total of 8 aspects: real-world context, events, objects, question/assignment, data, figures, use of mathematics and purpose. The model enables further empirical studies to analyze and classify modelling test items or to vary them in terms of authenticity expression.
KW - authenticity
KW - mathematical modelling
KW - mathematics education
KW - standardized tests
KW - test items
KW - theoretical model
KW - theoretical research
KW - Didactics of Mathematics
UR - https://www.frontiersin.org/articles/10.3389/feduc.2024.1343510/full
UR - https://www.mendeley.com/catalogue/e9670f0d-36b0-30c5-87d7-b62f10697072/
UR - http://www.scopus.com/inward/record.url?scp=85185292698&partnerID=8YFLogxK
U2 - 10.3389/feduc.2024.1343510
DO - 10.3389/feduc.2024.1343510
M3 - Journal articles
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 1343510
ER -