Browsing by Author "Venter, Elsie"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Metadata only
    Assessment of preparedness of first-year chemistry students: development and application of an instrument for diagnostic and placement purposes
    (Southern African Association for Research in Mathematics, Science and Technology Education, 2008) Potgieter, Marietjie; Davidowitz, Bette; Venter, Elsie
    Many universities in South Africa use alternative admissions tests together with results of the Grade 12 examinations for access of placement. These tests focus on academic literacy and mathematical skills and do not provide information about proficiencies in disciplines other than mathematics. The implementation of new curriculum for Grades 10-12 in South Africa generates a need to monitor preparedness of first-year students to align first-year curricula as closely as possible to the content of the new syllabi. The need for a tailor-made instrument to assess preparedness for chemistry at the tertiary level was prompted by the lack of suitable tests with the appropriate focus, depth and coverage for application in the South African context. This paper describes the development and evaluation of a test instrument designed to assess and monitor baseline conceptual understanding in chemistry at the secondary-tertiary interface. The study was carried out with mainstream students at the university of Pretoria and Cape Town (N=513 and 258, respectively). Data analysed using the Rasch measurement model confirmed that the majority of students from both cohorts was reasonably well prepared for chemistry at the tertiary level. The use of the instrument for diagnostic purpose was demonstrated. It was possible to identify gaps in the assumed pre-knowledge of students who have qualified for admission to chemistry at a tertiary level at their respective institutions. Inadequate pre-knowledge was most noticeable in the areas of chemical reactions and electrochemistry. In addition, the instrument also shows promise as a placement tool within programmes. Its predictive ability compares well with non-South African placement tests and with Grade 12 mathematics performance, the latter is widely used for this purpose in South Africa.
  • Thumbnail Image
    Item
    Open Access
    Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory
    (AOSIS, 2012) Dunne, Tim; Long, Caroline; Craig, Tracy S; Venter, Elsie
    The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.