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http://dx.doi.org/10.7468/mathedu.2022.61.2.287

Analysis of mathematics test structures and tasks in Abitur  

Kim, Seong-kyeong (Korea Institute for Curriculum and Evaluation)
Lee, Miyoung (Korea Institute for Curriculum and Evaluation)
Publication Information
The Mathematical Education / v.61, no.2, 2022 , pp. 287-303 More about this Journal
Abstract
The purpose of this study is to draw implications for the improvement in the CSAT by analyzing structures and tasks in the Abitur. To this end, it analyzes the mathematics test system with a focus on the basic and advanced level examination systems, the operator, the using technology, and mathematical formulas. And the characteristics of tasks in the 2021 Abitur were analyzed. As a result of the analysis, first, Germany evaluates whether students have the competency emphasized in the curriculum at Abitur. Second, Germany, which emphasizes the proper use of technology, utilizes both tasks that use technology and those that do not in the Abitur. Third, the Abitur consists of most of the tasks using promised operators and uses various types of operators to present various types of questions to evaluate competence. Fourth, the Abitur includes not only simple structured items consisting of 2-3 subtasks but also tasks dealing in depth with a single situation centered on a big idea. Finally, mathematical justification and proof play an important role in the Abitur. Based on this, some specific measures for improving the CSAT were suggested.
Keywords
mathematics; Germany; Abitur; Operator; constructed-response items; college scholastic ability test;
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Times Cited By KSCI : 3  (Citation Analysis)
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