CHILDREN'S GRAPHICAL CONCEPTIONS

Abstract

In this paper we report the development and validation of a 'graphical assessment' tool and attainment hierarchy, based on a previous pilot and a main study (n=425) of 14 to 15 year old children. The items were developed from the research literature to suit the UK National Curriculum, and scaled using Rasch methodology. The result is a single dimension measuring graphicacy', which updates and extends Kerslake's CSMS hierarchy. Each level is described as a characteristic performance but now includes errors which diagnose significant misconceptions. The items and diagnoses (drawn a priori from the literature) were validated in group discussions and in general were consistent with previous work. We provide an analysis of one exception, i.e. Janvier's and Clement's 'slope-height' confusion, which we attribute to a new form of Leinhardt's 'Interval-point' confusion. Finally we argue that creating valid diagnostic tools is a prerequisite for the transformation of previous research findings into pedagogical content knowledge and hence of practice.

Williams and Ryan (2000) argued that research knowledge about students'

Williams and Ryan (2000) argued that research knowledge about students'

Notes

Williams and Ryan (2000) argued that research knowledge about students'