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Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S., Silver, E. A., Ufer, S., & Vos, P. (2016). Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment. Springer.
https://doi.org/10.1007/978-3-319-32394-7

has been cited by the following article:

• TITLE: Determining the Difficulty and Discrimination Parameters of a Mathematics Performance-Based Assessment

  AUTHORS: Abraham Gyamfi, Douglas G. Wren

  KEYWORDS: Performance Assessment, Mathematics, Item Difficulty, Item Discrimination, Item Response Theory

  JOURNAL NAME: Creative Education, Vol.13 No.11, November 15, 2022

  ABSTRACT: Performance-based assessment (PBA) is different from traditional testingmethods in that PBA presents real-life problems for students to solve by integrating critical thinking with their content knowledge and skills. Implementing PBA regularly in mathematics classes is associated with improved student achievement and motivation to learn; however, there are concerns about the general lack of psychometric data to support the use of performance assessments. To address such concerns, this study applied item response theory to estimate the difficulty and discrimination indices of items that comprised a newly developed mathematics PBA. Data were collected by administering the PBA to 750 senior high school students in the Western Region of Ghana. The results indicated that the difficulty and discrimination levels of each item were satisfactory, which suggests that well-designed and properly vetted math PBA items would improve classroom assessments as well as high-stakes tests administered on a large scale. Additional recommendations are included at the end of this paper.