{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80299"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80299","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"Measuring \"\"To Think Mathematically\"\": Cognitive Characterization of Achievement Levels in Performance-Based Assessment\"","abstract":"The reasoning process should be weighed more than the final answer in PBA. One level of a holistic score includes a variety of achievement levels, such as good conceptual knowledge with poor procedural knowledge, good procedural knowledge with poor conceptual knowledge, or good communicating skills with poor mathematical understanding. Therefore, holistic scores are not sufficient to identify achievement levels. Five categories partitioned into two fields are identified as the analytical framework of the MARC scale: Conceptual Knowledge and Procedural Knowledge in Content Field, and Reasoning and Strategies, Maturity, and Communication in Process Field. Within each category, four skill levels are identified; thus, the MARC scale has a 5 x 4 grid. The distinctive features of the MARC scale are: (a) general scoring rubric that provides guidelines on achievement levels across tasks, (b) analytic with five local categories, and (c) holistic within each category. The MARC scale effectively discriminates among students' achievement on the holistic scores between 2 and 4 (0 to 4 scale).","abstract_html":"The reasoning process should be weighed more than the final answer in PBA. One level of a holistic score includes a variety of achievement levels, such as good conceptual knowledge with poor procedural knowledge, good procedural knowledge with poor conceptual knowledge, or good communicating skills with poor mathematical understanding. Therefore, holistic scores are not sufficient to identify achievement levels. Five categories partitioned into two fields are identified as the analytical framework of the MARC scale: Conceptual Knowledge and Procedural Knowledge in Content Field, and Reasoning and Strategies, Maturity, and Communication in Process Field. Within each category, four skill levels are identified; thus, the MARC scale has a 5 x 4 grid. The distinctive features of the MARC scale are: (a) general scoring rubric that provides guidelines on achievement levels across tasks, (b) analytic with five local categories, and (c) holistic within each category. The MARC scale effectively discriminates among students' achievement on the holistic scores between 2 and 4 (0 to 4 scale).","abstract_has_math":false,"creators":["Suzuki, Kyoko"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Harnisch, Delwyn L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:25Z","date_published":"2015-09-25T19:56:25Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Psychology, Cognitive"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9912391"],"render_values":[{"text":"(MiAaPQ)AAI9912391","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80299","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harnisch, Delwyn L."]},{"key":"dc:creator","label":"Author","values":["Suzuki, Kyoko"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:25Z","10000-01-01","1998"]},{"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":["Psychology, Cognitive"]}]},{"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/2142/80299","(MiAaPQ)AAI9912391"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The reasoning process should be weighed more than the final answer in PBA. One level of a holistic score includes a variety of achievement levels, such as good conceptual knowledge with poor procedural knowledge, good procedural knowledge with poor conceptual knowledge, or good communicating skills with poor mathematical understanding. Therefore, holistic scores are not sufficient to identify achievement levels. Five categories partitioned into two fields are identified as the analytical framework of the MARC scale: Conceptual Knowledge and Procedural Knowledge in Content Field, and Reasoning and Strategies, Maturity, and Communication in Process Field. Within each category, four skill levels are identified; thus, the MARC scale has a 5 x 4 grid. The distinctive features of the MARC scale are: (a) general scoring rubric that provides guidelines on achievement levels across tasks, (b) analytic with five local categories, and (c) holistic within each category. The MARC scale effectively discriminates among students' achievement on the holistic scores between 2 and 4 (0 to 4 scale).","Made available in DSpace on 2015-09-25T19:56:25Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912391.pdf: 12706665 bytes, checksum: 60f83d5da6debbfd92b63ec9bbea3374 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81581 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","298 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."]},{"key":"dc:title","label":"Title","values":["\"Measuring \"\"To Think Mathematically\"\": Cognitive Characterization of Achievement Levels in Performance-Based Assessment\""]}]}],"canonical_facts":{"dc:contributor":["Harnisch, Delwyn L."],"dc:creator":["Suzuki, Kyoko"],"dc:date":["2015-09-25T19:56:25Z","10000-01-01","1998"],"dc:description":["The reasoning process should be weighed more than the final answer in PBA. One level of a holistic score includes a variety of achievement levels, such as good conceptual knowledge with poor procedural knowledge, good procedural knowledge with poor conceptual knowledge, or good communicating skills with poor mathematical understanding. Therefore, holistic scores are not sufficient to identify achievement levels. Five categories partitioned into two fields are identified as the analytical framework of the MARC scale: Conceptual Knowledge and Procedural Knowledge in Content Field, and Reasoning and Strategies, Maturity, and Communication in Process Field. Within each category, four skill levels are identified; thus, the MARC scale has a 5 x 4 grid. The distinctive features of the MARC scale are: (a) general scoring rubric that provides guidelines on achievement levels across tasks, (b) analytic with five local categories, and (c) holistic within each category. The MARC scale effectively discriminates among students' achievement on the holistic scores between 2 and 4 (0 to 4 scale).","Made available in DSpace on 2015-09-25T19:56:25Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912391.pdf: 12706665 bytes, checksum: 60f83d5da6debbfd92b63ec9bbea3374 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81581 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","298 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."],"dc:identifier":["http://hdl.handle.net/2142/80299","(MiAaPQ)AAI9912391"],"dc:language":["eng"],"dc:subject":["Psychology, Cognitive"],"dc:title":["\"Measuring \"\"To Think Mathematically\"\": Cognitive Characterization of Achievement Levels in Performance-Based Assessment\""],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:14Z"}