On the other hand, standardized tests are a means of providing school teachers with rich diagnostic information either at the class or individual level (Brown & Hattie, 2012). Classic assessments (such as the PISA studies OECD, 2003) expect each testee to be able to demonstrate his or her ability under the same conditions, within a given time frame and without jeopardizing assessment validity by varying delivery formats or task designs across test takers. On the one hand, standardized tests have requirements that should be fulfilled by the test system, regardless of whether it is conducted on paper or computer based. Standardized assessment aims at evaluating competencies or abilities of a large number of participants under standardized – particularly in the sense of comparable – conditions as accurately as possible. On this basis, we focus on difficulties encountered in the creation and measuring process and conclude with possible consequences for content-related, technical or curricular aspects. Therefore, our second aim in this paper is to combine different analyses of process data, so that new insights into different types of solutions and about the test takers themselves can be gained. Moreover, the process data collected from digital assessment can be analyzed in order to understand student answering processes as emphasized by Hoch et al. ( 2018). The evolving digital innovations which can be included in educational measurement are also associated with questions about how the quality of measurement is influenced, how large-scale assessment can benefit from these developments or how response processes and final results can be interpreted (Drijvers, 2018 Veldkamp et al., 2019). In this paper, we first concentrate on solutions, and solving processes within a task implementation based on a dynamic geometry system. The national assessment is called VERA (VERgleichsArbeiten, ), for more information, see IQB ( 2020). The research presented in this paper conforms to this process of further developing Germany's national assessment tool within the educational system into a digital test. Because assessment plays a fundamental role in mathematics education (Sangwin & Jones, 2017), a logical consequence is to find ways of assessing mathematical competencies by including digital tools and media. In the context of ongoing digitalization, mathematics education can be enriched by the use of digital tools and the inclusion of digital competencies which actually need to be taught, according to the national educational standards (in Germany see KMK, 2003). On this basis, possible adjustments are discussed so as to enhance the standardization and accessibility of tasks within dynamic geometry systems. A multiple linear regression analysis was conducted to identify relevant predictors for success within one dynamic geometry task. We focused especially on investigating relationships between successfully solving such tasks (evaluated automatically or categorized qualitatively by a human rater) and process data collected during the testing. The sample consisted of 101 8th graders and was used to evaluate how students actually interact with the embedded dynamic geometry software. Regression line from data in geogebra classic software#In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic geometry software was investigated. The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software.
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