2026-09-18T20:41:25Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/80299 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Harnisch, Delwyn L. Suzuki, Kyoko 2015-09-25T19:56:25Z 2015-09-25T19:56:25Z 10000-01-01 1998 1998 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. http://hdl.handle.net/2142/80299 (MiAaPQ)AAI9912391 eng Psychology, Cognitive "Measuring ""To Think Mathematically"": Cognitive Characterization of Achievement Levels in Performance-Based Assessment" text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.