details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-179870
DOI: 10.25656/01:17987; 10.1080/10627197.2014.964114
URN: urn:nbn:de:0111-pedocs-179870
DOI: 10.25656/01:17987; 10.1080/10627197.2014.964114
Title |
Separating cognitive and content domains in mathematical competence |
---|---|
Authors | Harks, Birgit ; Klieme, Eckhard ; Hartig, Johannes ; Leiss, Dominik |
Source | Educational assessment 19 (2014) 4, S. 243-266 |
Document | full text (899 KB) (formally and content revised edition) |
License of the document | In copyright |
Keywords (German) | Bildungsforschung; Empirische Forschung; Geschlechtsspezifischer Unterschied; Inhalt; Item-Response-Theory; Itemanalyse; Kognition; Mathematische Kompetenz; Schuljahr 09; Vergleichsuntersuchung |
sub-discipline | Empirical Educational Research |
Document type | Article (journal) |
ISSN | 1062-7197; 10627197 |
Extra information | Research data, study details and survey instruments |
Language | English |
Year of creation | 2014 |
review status | Peer-Reviewed |
Abstract (English): | The present study investigates the empirical separability of mathematical (a) content domains, (b) cognitive domains, and (c) content-specific cognitive domains. There were 122 items representing two content domains (linear equations vs. theorem of Pythagoras) combined with two cognitive domains (modeling competence vs. technical competence) administered in a study with 1,570 German ninth graders. A unidimensional item response theory model, two two-dimensional multidimensional item response theory (MIRT) models (dimensions: content domains and cognitive domains, respectively), and a four-dimensional MIRT model (dimensions: content-specific cognitive domains) were compared with regard to model fit and latent correlations. Results indicate that the two content and the two cognitive domains can each be empirically separated. Content domains are better separable than cognitive domains. A differentiation of content-specific cognitive domains shows the best fit to the empirical data. Differential gender effects mostly confirm that the separated dimensions have different psychological meaning. Potential explanations, practical implications, and possible directions for future research are discussed. (DIPF/Orig.) |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 30.10.2019 |
Citation | Harks, Birgit; Klieme, Eckhard; Hartig, Johannes; Leiss, Dominik: Separating cognitive and content domains in mathematical competence - In: Educational assessment 19 (2014) 4, S. 243-266 - URN: urn:nbn:de:0111-pedocs-179870 - DOI: 10.25656/01:17987; 10.1080/10627197.2014.964114 |