Interpretação de escalas de medida da competência matemática

Abstract

This dissertation, based on the PISA Assessment, introduces a definition of Mathematical Competence and dimensions along which the items used in the tests organized for measuring this competence can be classified. It then describes the Bookmark Method, which interprets proficiency score scales via the creation of Performance Levels. The practical utility of this method is highlighted as it produces a pedagogical interpretation of the mathematics scale used to score students who participated in the project GERES/2005 Longitudinal Study of School Generation 2005. The first step in implementing the Bookmark Method consists of allocating each item on the test to a point on the scale used to attribute scores to the students. The method used is based on the Item Response Theory (IRT). After allocating all of the items to points on the scale continuum, the items chosen to define the performance level cut points were determined through a substantive analysis. This procedure makes it possible to add normative and pedagogical information to the scale and, because it uses levels with pedagogical meaning instead of just numbers, produces an interpretation which is potentially clearer and more accessible to the school community and parents.