Assessment of Students' Problem-Solving Proficiency in Mathematics at Grade VI

Abstract

This study was designed to develop problem solving test for class six and
also assess student’s problem solving proficiency. A test is constructed
by using Framework of Mathematics Assessment developed by National
Assessment of Educational Progress (NEAP). This framework is
modified as Mathematics Problem-Solving proficiency framework by
keeping in view the objectives of National Curriculum for 6th grade.
Initially developed items were tried out and items for final test were
selected by keeping in view the criteria of Item Response Theory (IRT).
IRT provide guidance to develop the items and to construct the
proficiency scales. IRT gives us a way to understand and interpret scores
and also link student’s achievement to their latent abilities. Final test was
administered to 1500 students of four districts. Students’ mean score in
Algebra is greater than any other content area while performance in
Ratio and Proportion is low. Therefore, students’ problem-solving
proficiency in the area of factors and multiples, geometry, integers,
information handling, linear equations, and whole numbers is average.