TY - JOUR

T1 - Diagnostic assessment in third-grade subtraction

T2 - the relation between bridging errors, number of errors and mathematical ability

AU - Vermeulen, Jorine A.

AU - Béguin, Anton

AU - Scheltens, Floor

AU - Eggen, Theo J.H.M.

N1 - Funding Information:
This work was supported by the Netherlands Organisation for Scientific Research (NWO) under Grant [MaGW/PROO: Project 411-10-750]. We are very grateful for all the work that was done by research assistants Marjolein Nieuwenhuizen and Patricia Gillet especially regarding the organisation of the data collection and data entry.
Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2020

Y1 - 2020

N2 - Learning to solve subtraction problems that require borrowing (e.g., 83–57=) is challenging, and these problems often cause ‘bridging’ errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students’ mathematical ability. The study involved 694 third-grade students and 35 teachers from 25 Dutch schools. Multilevel regression analyses showed that the number of bridging errors was positively related to the students’ mathematical ability, after controlling for the total number of errors in subtraction. Thus, the students who had a high proportion of bridging errors within the total number of errors had a relatively higher mathematical ability compared to the students who had a low proportion of bridging errors. This result implies that diagnosing bridging errors may help to identify where students’ stand within their mathematical development. The practical implications of this result for the design of diagnostic instruments are addressed in the discussion section.

AB - Learning to solve subtraction problems that require borrowing (e.g., 83–57=) is challenging, and these problems often cause ‘bridging’ errors, such as the smaller-from-larger error. This study explores how bridging errors in subtraction are related to students’ mathematical ability. The study involved 694 third-grade students and 35 teachers from 25 Dutch schools. Multilevel regression analyses showed that the number of bridging errors was positively related to the students’ mathematical ability, after controlling for the total number of errors in subtraction. Thus, the students who had a high proportion of bridging errors within the total number of errors had a relatively higher mathematical ability compared to the students who had a low proportion of bridging errors. This result implies that diagnosing bridging errors may help to identify where students’ stand within their mathematical development. The practical implications of this result for the design of diagnostic instruments are addressed in the discussion section.

KW - decomposition strategy

KW - Diagnostic assessment

KW - formative assessment

KW - primary school mathematics

KW - subtraction

KW - subtraction errors

KW - n/a OA procedure

UR - http://www.scopus.com/inward/record.url?scp=85097429372&partnerID=8YFLogxK

U2 - 10.1080/0969594X.2020.1856038

DO - 10.1080/0969594X.2020.1856038

M3 - Article

AN - SCOPUS:85097429372

SN - 0969-594X

VL - 27

SP - 687

EP - 706

JO - Assessment in Education: Principles, Policy and Practice

JF - Assessment in Education: Principles, Policy and Practice

IS - 6

ER -