Csapo, B.

de Jong, Ton

de Lange, J.

Dossey, J.

Harlen, W.

Kirsch, I.

Klieme, E.

Vosniadou, S.

English

University of Twente Research Information

52Mathematical Literacy The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills     © OECD 20031 Surface area Percentage of  Population in 1980 Percentage of Region (Km2) total area  (millions) total populationJava/Madura 132 187 6.95 91 281 61.87 Sumatra 473 606 24.86 27 981 18.99 Kalimantan (Borneo) 539 460 28.32 6 721 4.56 Sulawesi (Celebes) 189 216 9.93 10 377 7.04 Bali 5 561 0.30 2 470 1.68 Irian Jaya 421 981 22.16 1 145 5.02 TOTAL 1 905 569 100.00 147 384 100.00Open constructed-response items require a more extended response from the student, and the process of producing a response frequently involves higher-order cognitive activities. Often such items not only ask the student to produce a response, but also require the student to show the steps taken or to explain how the answer was reached. The key feature of open constructed-response items is that they allow students to demonstrate their abilities by providing solutions at a range of levels of mathematical complexity, exemplified in Example 17.Mathematics Example 17: INDONESIAIndonesia lies between Malaysia and Australia. Some data of the population of Indonesia and its distribution over the islands is shown in the following table:One of the main challenges for Indonesia is the uneven distribution of the population over the islands. From the table we can see that Java, which has less than 7% of the total area, has almost 62% of the population.Design a graph (or graphs) that shows the uneven distribution of the Indonesian population.Source: de Lange and Verhage (1992). Used with permission.For OECD/PISA, about one third of the mathematics items will be open constructed-response items. The responses to these items require coding by trained people who implement a coding rubric that may require an element of professional judgement. Because of the potential for disagreement between markers of these items, OECD/PISA will implement marker reliability studies to monitor the extent of disagreement. Experience in these types of studies shows that clear coding rubrics can be developed and reliable scores can be obtained.OECD/PISA will make some use of a unit format in which several items are linked to common stimulus material. Tasks of this format give students the opportunity to become involved with a context or problem by asking a series of questions of increasing complexity. The first few questions are typically ieie

Framework for the assessment of problem solving skills

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Framework for the assessment of problem solving skills

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