This paper is one of four contributions to the symposium session at the AERA’s 2012 Annual Meeting titled Exploring Reading and Mathematics Item Difficulty: Teaching and Learning Implications of PISA Survey Data. The author presents a rubric used to analyse mathematics test items developed for use in the OECD’s PISA survey. The rubric focuses on a set of mathematical competencies that are components of mathematical literacy. The work on which this report is based suggests that demand for activation of these competencies functions as a significant driver of item difficulty, which potentially has implications for the teaching and learning of mathematics.
For an examination of the empirical validation of the competency rubric described in this paper refer to Turner, Ross; Adams, Ray J. (April 2012). Some drivers of test item difficulty in mathematics : an analysis of the competency rubric. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, 13-17 April 2012. http://research.acer.edu.au/pisa/7/
Turner, Ross (April 2012). Some drivers of test item difficulty in mathematics. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Vancouver, 13-17 April 2012.