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Math Creative Problem Solving Ability Test for Identification of the Mathematically Gifted Middle School Students  

Cho, Seok-Hee (St. John's University)
Hwang, Dong-Jou (Ajou University Graduate School of Education)
Publication Information
Journal of Gifted/Talented Education / v.17, no.1, 2007 , pp. 1-26 More about this Journal
Abstract
The purpose of this study was to develop a math test for identification of the mathematically gifted on the basis of their math creative problem solving ability and to evaluate the goodness of the test. Especially, testing reliability and validity of scoring method on the basis of fluency only for evaluation of math creative problem solving ability was one of the main purposes. Ten closed math problems and 5 open math problems were developed requiring math thinking abilities such as intuitive insight, organization of information, inductive and deductive reasoning, generalization and application, and reflective thinking. The 10 closed math test items of Type I and the 5 open math test items of Type II were administered to 1,032 Grade 7 students who were recommended by their teachers as candidates for gifted education programs. Students' responses were scored by math teachers. Their responses were analyzed by BIGSTEPS and 1 parameter model of item analyses technique. The item analyses revealed that the problems were good in reliability, validity, item difficulty and item discriminating power even when creativity was scored based on the single criteria of fluency. This also confirmed that the open problems which are less-defined, less-structured and non-entrenched were good in measuring math creative problem solving ability of the candidates for math gifted education programs. In addition, it was found that the math creative problem solving tests discriminated applicants for the two different gifted educational institutions.
Keywords
Math creative problem solving ability; Gifted; Test; Identification; Validity; Reliability; Item response analyses Rasch Model;
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