Beyond Computation and Correctness: Contributions of Open-Ended Tasks in Examining U.S. and Chinese Students' Mathematical Performance.

Cai, Jinfa

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Peer reviewed

ERIC Number: EJ543824

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-1745

EISSN: N/A

Beyond Computation and Correctness: Contributions of Open-Ended Tasks in Examining U.S. and Chinese Students' Mathematical Performance.

Cai, Jinfa

Educational Measurement: Issues and Practice, v16 n1 p5-11 Spr 1997

The contributions of open-ended tasks in examining students' mathematical performance were studied with 250 U.S. and 425 Chinese sixth graders. Open-ended tasks allow for analysis of student performance that cannot be assessed solely by percent correct or incorrect, but they pose many problems, such as those of translation. (SLD)

Descriptors: Cognitive Processes, Computation, Cross Cultural Studies, Elementary School Students, Foreign Countries, Grade 6, Intermediate Grades, International Education, Mathematics Tests, Performance Based Assessment, Performance Factors, Student Evaluation, Test Items

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: China

Grant or Contract Numbers: N/A