The development of a training curriculum to promote mathematical learning design and test construction abilities according to the PISA mathematical literacy assessment guidelines for undergraduate students majoring in mathematics
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The objective of this research was to develop and evaluate the effectiveness of a training curriculum to promote mathematical learning design and test construction abilities according to the PISA mathematical literacy assessment guidelines. The sample comprised 31 undergraduate students majoring in mathematics from the Faculty of Education, Burapha University, enrolled in the first semester of the 2024 academic year, who volunteered and were interested in participating in this training curriculum. The research methodology consisted of four steps: Step 1 was conducted by studying and analyzing basic data, Step 2 was conducted by developing a draft of the training curriculum and conducting a pilot test, Step 3 was conducted by implementing the training curriculum with the sample, and Step 4 was conducted by evaluating the effectiveness and refining the training curriculum. The findings revealed that: 1) the developed training curriculum contained six components. Its structure indicated the highest level of consistency (M = 4.97, SD = 0.17) and appropriateness (M = 4.90, SD = 0.30); 2) an assessment of the curriculum’s effectiveness revealed that, at post-training, students showed a higher knowledge level regarding PISA mathematical literacy assessment compared to pre-training levels, exceeding the 70% criterion with a statistical significance level of 0.05. Moreover, students’ mathematical learning design and test construction abilities according to the PISA mathematical literacy assessment guidelines at post-training were higher than the 70% criterion, with a statistical significance level of 0.05. Overall, the students rated the training curriculum at the highest level (M = 4.52, SD = 0.58), meeting all effectiveness criteria as specified in the training curriculum guidelines.
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