Evaluative judgment that Chilean teachers make about the difficulty of the PISA mathematics items and students’ achievement
Abstract
The aim of this study was to analyze the evaluative judgment of mathematics teachers regarding the difficulty of a sample of items on which students exhibited high and low performance in the PISA 2015 test in Chile. Through a quantitative research approach and an exploratory design, non-probabilistic and intentional sampling, 18 mathematics teachers participated responding to a survey with open and closed-ended questions, evaluating each item in relation to five dimensions (item formulation, content, contextualization, skill, and complexity). It was found that 40% of mathematics teachers have difficulty accurately pinpointing items where students demonstrated low performance. However, they tended to agree in 60% of the assessments and predict students' performance in high-performance items by 80%. According to teachers, students will face more challenges in items measuring higher cognitive abilities, with low familiarity with the item type, and when information is implicitly presented in the problem.
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