The role of automated assessment in representing students' strategies for comparing fractions
Résumé
This study describes a formative assessment platform that enables students to generate multiple responses to an example-eliciting task for comparing fractions on Cartesian coordinate system. Seventy-five students, aged 12-13 years, participated in this study. The platform automatically analyzes the characteristics of each submitted student example of ratio to a given fraction and identifies the common characteristics of the generated examples. These common characteristics are matched automatically according to predefined strategies and provided to researchers and teachers as a visual representation that should represent the students’ strategic thinking in comparing fractions. The empirical results show that the automated analysis made it possible to identify various strategies employed by students. Most identified strategies were based on using a benchmark of one whole or one half or on using the same denominator; others were based on using familiar algorithms.
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