A Technique for Assessing Mathematical Problem-Solving Ability

Abstract

This report sets out the procedures followed in developing, administering, and scoring a set of mathematical problem-solving superitems and examining their construct validity through a recently developed technique of evaluation associated with a taxonomy of the structure of learned outcomes. Each superitem includes a mathematical situation and a structured set of questions about that situation. To judge whether the response patterns of students to the superitems were interpretable, two questions were raised about the response patterns. For each question, the data strongly support the validity of the underlying theoretical constructs.