No abstract

No abstract

This study developed scenario-based assessment items to measure students' attitudes toward mathematics and mathematical practices, while evaluating the validity of the assessment. Familiar mathematical learning situations comprised scenarios for first-year high school students. For each scenario, we created multiple-choice items to evaluate eight components: interest, self-efficacy, meta-affect, persistence, challenge, conflict resolution, cooperation motivation, and enjoyment of mathematical culture. Factors of the evaluation elements were matched with the choices of items. The global citizenship factor was evaluated in a single scenario. Moreover, the content validity ratio, content validity, and agreement rate were obtained through two rounds of Delphi surveys on the developed items. After the Delphi survey, a preliminary test was conducted with high school students to confirm that the participants' responses to the items aligned with the researchers' assumptions. Based on these findings, we make recommendations for online implementation of the scenario test developed in this study.

The anchoring vignettes method as an alternative to the questionnaire using the Likert scale was newly applied to the student survey in the 2012 Programme for International Student Assessment (PISA). The three levels of vignettes (high, medium, and low levels) were included in the student survey related to ‘Teacher Support’ and ‘Classroom Management’ in mathematics, the main domain in the PISA 2012. Based on responses to the vignette questions, the PISA provided adjusted scaled scores for 12 student survey constructs. This study re-visited the responses of the vignettes as well as the relevant survey constructs, particularly focusing on the Korean students. The study findings can provide meaningful implications for understanding the response patterns for the Korean students on attitudes toward mathematics and developing survey tools using vignettes.

No abstract