Publication at Faculty of Education |
2019
Abstract
This contribution aims at the actual meaning of results gained from student testing via problem tasks. According to Korenekova (2018), positive responses do not necessarily mean that students managed to solve the problem tasks and reached the expected outcomes defined in the national curriculum.
Concurrent think-aloud method was used to identify strategies students (N = 16) used to solve problem tasks. The results were worse than in the pilot testing of the same tasks.
Many false-positive results were identified which puts the original test results into question.