The nature and prevalence of diagnostic testing in mathematics at tertiary-level in Ireland
Abstract In this study, we conducted a survey of all tertiary level institutions in Ireland to find out how many of them use diagnostic tests, and what kind of mathematical content areas and topics appear on these tests. The information gathered provides an insight into what instructors expect stude...
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| Veröffentlicht in: | Teaching mathematics and its applications 2022-02, Vol.41 (1), p.32-50 |
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| creator | Hyland, Diarmaid O’Shea, Ann |
| description | Abstract
In this study, we conducted a survey of all tertiary level institutions in Ireland to find out how many of them use diagnostic tests, and what kind of mathematical content areas and topics appear on these tests. The information gathered provides an insight into what instructors expect students to know on entry to university and what they expect students to have difficulty with. In total, 12 diagnostic tests from 11 Irish institutions were collected during the study. An item-by-item analysis was carried out on each diagnostic test to determine the content areas and topics that are assessed on the diagnostic tests and to identify any additional knowledge required for successful completion. We compare the tests administered in the university sector and the Institute of Technology (IT) sector of the Irish tertiary level education system. In addition, current diagnostic tests are compared with two tests from the 1980s to see if the level of mathematical preparedness expected of first-year students has changed over time. Our analysis is situated in a discussion of previous research on diagnostic testing both nationally and internationally. |
| doi_str_mv | 10.1093/teamat/hrab006 |
| format | Article |
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In this study, we conducted a survey of all tertiary level institutions in Ireland to find out how many of them use diagnostic tests, and what kind of mathematical content areas and topics appear on these tests. The information gathered provides an insight into what instructors expect students to know on entry to university and what they expect students to have difficulty with. In total, 12 diagnostic tests from 11 Irish institutions were collected during the study. An item-by-item analysis was carried out on each diagnostic test to determine the content areas and topics that are assessed on the diagnostic tests and to identify any additional knowledge required for successful completion. We compare the tests administered in the university sector and the Institute of Technology (IT) sector of the Irish tertiary level education system. In addition, current diagnostic tests are compared with two tests from the 1980s to see if the level of mathematical preparedness expected of first-year students has changed over time. Our analysis is situated in a discussion of previous research on diagnostic testing both nationally and internationally.</description><identifier>ISSN: 0268-3679</identifier><identifier>EISSN: 1471-6976</identifier><identifier>DOI: 10.1093/teamat/hrab006</identifier><language>eng</language><publisher>Oxford University Press</publisher><subject>College Freshmen ; College Mathematics ; Diagnostic Tests ; Difficulty Level ; Foreign Countries ; Mathematics Tests ; Readiness ; Test Items</subject><ispartof>Teaching mathematics and its applications, 2022-02, Vol.41 (1), p.32-50</ispartof><rights>The Author(s) 2021. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oup.com 2021</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c298t-a84ba490bc4cf765795f5da2e032940e251f340d042ad48da5e2a5f04f38b77a3</citedby><cites>FETCH-LOGICAL-c298t-a84ba490bc4cf765795f5da2e032940e251f340d042ad48da5e2a5f04f38b77a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,1584,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1328543$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hyland, Diarmaid</creatorcontrib><creatorcontrib>O’Shea, Ann</creatorcontrib><title>The nature and prevalence of diagnostic testing in mathematics at tertiary-level in Ireland</title><title>Teaching mathematics and its applications</title><description>Abstract
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In this study, we conducted a survey of all tertiary level institutions in Ireland to find out how many of them use diagnostic tests, and what kind of mathematical content areas and topics appear on these tests. The information gathered provides an insight into what instructors expect students to know on entry to university and what they expect students to have difficulty with. In total, 12 diagnostic tests from 11 Irish institutions were collected during the study. An item-by-item analysis was carried out on each diagnostic test to determine the content areas and topics that are assessed on the diagnostic tests and to identify any additional knowledge required for successful completion. We compare the tests administered in the university sector and the Institute of Technology (IT) sector of the Irish tertiary level education system. In addition, current diagnostic tests are compared with two tests from the 1980s to see if the level of mathematical preparedness expected of first-year students has changed over time. Our analysis is situated in a discussion of previous research on diagnostic testing both nationally and internationally.</abstract><pub>Oxford University Press</pub><doi>10.1093/teamat/hrab006</doi><tpages>19</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0268-3679 |
| ispartof | Teaching mathematics and its applications, 2022-02, Vol.41 (1), p.32-50 |
| issn | 0268-3679 1471-6976 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2661101662 |
| source | Oxford University Press Journals All Titles (1996-Current); EBSCOhost Education Source |
| subjects | College Freshmen College Mathematics Diagnostic Tests Difficulty Level Foreign Countries Mathematics Tests Readiness Test Items |
| title | The nature and prevalence of diagnostic testing in mathematics at tertiary-level in Ireland |
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