Assessing authenticity in modelling test items: deriving a theoretical model

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Assessing authenticity in modelling test items: deriving a theoretical model. / Schlüter, Dominik; Besser, Michael.
In: Frontiers in Education, Vol. 9, 1343510, 31.01.2024.

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@article{8b75432b59eb4fbdadbca50bb7040c66,
title = "Assessing authenticity in modelling test items: deriving a theoretical model",
abstract = "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.",
keywords = "authenticity, mathematical modelling, mathematics education, standardized tests, test items, theoretical model, theoretical research, Didactics of Mathematics",
author = "Dominik Schl{\"u}ter and Michael Besser",
note = "Copyright {\textcopyright} 2024 Schl{\"u}ter and Besser.",
year = "2024",
month = jan,
day = "31",
doi = "10.3389/feduc.2024.1343510",
language = "English",
volume = "9",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Research Foundation",

}

RIS

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 -