Author:
Abstract
Problem posing means either posing new problem situations in terms of given conditions or re-formulating an already written problem. It is also equally important to evaluate the posed problems and rubrics can be used during these evaluations. Rubrics are typical graded scoring keys used for assessing the studies of students. In this sense, the purpose of this study is to develop a rubric which can be used to evaluate the problems posed by students. In accordance with this purpose, the study was carried out with 29, 7th grade students who are studying in a middle school. The data collection tools are; worksheets, discussions during lessons and related literature. The data were descriptively analyzed. As a result of the analysis, an analytical rubric composed of four dimensions was developed. The dimensions of the rubric are as in the following; the text of the problem (language and expression), the compatibility of the problem with the mathematical principles, the type/structure of the problem and the solvability of the problem. For the reliability analysis of the study while the inter-rater agreement index was found as 0,720; the Kappa value 0,700; Pearson correlation coefficient r=0,873; Spearman correlation coefficient r=0,865 and Cronbach alfa coefficient 0,932; the intra-rater agreement index was found as 0,830; Kappa value 0,817; Pearson correlation coefficient r=0,921; Spearman correlation coefficient r=0,912 and Cronbach alfa coefficient 0,959.
Keywords
Abstract
Problem posing means either posing new problem situations in terms of given conditions or re-formulating an already written problem. It is also equally important to evaluate the posed problems and rubrics can be used during these evaluations. Rubrics are typical graded scoring keys used for assessing the studies of students. In this sense, the purpose of this study is to develop a rubric which can be used to evaluate the problems posed by students. In accordance with this purpose, the study was carried out with 29, 7th grade students who are studying in a middle school. The data collection tools are; worksheets, discussions during lessons and related literature. The data were descriptively analyzed. As a result of the analysis, an analytical rubric composed of four dimensions was developed. The dimensions of the rubric are as in the following; the text of the problem (language and expression), the compatibility of the problem with the mathematical principles, the type/structure of the problem and the solvability of the problem. For the reliability analysis of the study while the inter-rater agreement index was found as 0,720; the Kappa value 0,700; Pearson correlation coefficient r=0,873; Spearman correlation coefficient r=0,865 and Cronbach alfa coefficient 0,932; the intra-rater agreement index was found as 0,830; Kappa value 0,817; Pearson correlation coefficient r=0,921; Spearman correlation coefficient r=0,912 and Cronbach alfa coefficient 0,959.