{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/66025"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/66025","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Error Analysis--It Does Make a Difference","abstract":"The main focus of the research was on issues especially related to the measurement of achievement in the problem solving domain. Two separate empirical studies were conducted. The first study illustrated the paucity of information conveyed by the conventional scoring system as opposed to one that takes into account the mental process underlying the response patterns. Algorithms underlying the students' responses to a signed-number test were identified and the scores based on the correctness of the presumed algorithms were compared to the conventional scores in terms of the underlying dimensionality, the reliability and Latent Trait estimates. The second study investigated the effect of different instructional methods on the consistency and types of algorithms developed by students, as well as on the underlying dimensionality of the test. The applicability of Latent Trait models to this kind of achievement data was discussed. A diagnostic adaptive testing procedure for debugging students' misconceptions and at the same time providing more accurate estimates of their achievement was suggested.","abstract_html":"The main focus of the research was on issues especially related to the measurement of achievement in the problem solving domain. Two separate empirical studies were conducted. The first study illustrated the paucity of information conveyed by the conventional scoring system as opposed to one that takes into account the mental process underlying the response patterns. Algorithms underlying the students' responses to a signed-number test were identified and the scores based on the correctness of the presumed algorithms were compared to the conventional scores in terms of the underlying dimensionality, the reliability and Latent Trait estimates. The second study investigated the effect of different instructional methods on the consistency and types of algorithms developed by students, as well as on the underlying dimensionality of the test. The applicability of Latent Trait models to this kind of achievement data was discussed. A diagnostic adaptive testing procedure for debugging students' misconceptions and at the same time providing more accurate estimates of their achievement was suggested.","abstract_has_math":false,"creators":["Birenbaum, Menucha"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-12T19:57:19Z","date_published":"2014-12-12T19:57:19Z","updated_at":"2026-07-22T22:25:55Z","subjects":["Education, Tests and Measurements"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8114389"],"render_values":[{"text":"(UMI)AAI8114389","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/66025","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Birenbaum, Menucha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-12T19:57:19Z","10000-01-01","1981"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Tests and Measurements"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/66025","(UMI)AAI8114389"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The main focus of the research was on issues especially related to the measurement of achievement in the problem solving domain. 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The first study illustrated the paucity of information conveyed by the conventional scoring system as opposed to one that takes into account the mental process underlying the response patterns. Algorithms underlying the students' responses to a signed-number test were identified and the scores based on the correctness of the presumed algorithms were compared to the conventional scores in terms of the underlying dimensionality, the reliability and Latent Trait estimates. The second study investigated the effect of different instructional methods on the consistency and types of algorithms developed by students, as well as on the underlying dimensionality of the test. The applicability of Latent Trait models to this kind of achievement data was discussed. A diagnostic adaptive testing procedure for debugging students' misconceptions and at the same time providing more accurate estimates of their achievement was suggested.","Made available in DSpace on 2014-12-12T19:57:19Z (GMT). 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