Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations

Autor/inn/en	Aydin, Utkun; Birgili, Bengi
Titel	Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations
Quelle	In: Educational Assessment, 28 (2023) 3, S.190-209 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydin, Utkun) ORCID (Birgili, Bengi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2023.2202311
Schlagwörter	Critical Thinking; Thinking Skills; Skill Development; Mathematics Instruction; Mathematics Curriculum; Test Items; Mathematics Tests; Taxonomy; Educational Objectives; Educational Change; Problem Solving; College Entrance Examinations; Foreign Countries; Item Analysis; Secondary School Students; Turkey + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Mathematics lessons; Mathematikunterricht; Test content; Testaufgabe; Taxonomie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform; Problemlösen; Aufnahmeprüfung; Ausland; Itemanalyse; Sekundarschüler; Türkei
Abstract	Internationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students' problem solving. The Revised Bloom's Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01