Development of a Mathematical Literacy Diagnostic Test for Grade Nine Students using Attribute Hierarchy Method
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Abstract
The objectives of the research were: 1) to develop a mathematical literacy diagnostic test for grade 9 students by using attribute hierarchy method; and 2) to verify reliability and validity of the test developed. The research sample consisted of 283 grade 9 students, obtained by multistage sampling. The research tool was a mathematical literacy diagnostic test. The research results were as follows: 1) The test that had been developed had 8 situations; each situation contained 4 questions, totaling 32. The first question aimed to measure the ability to identify the mathematical aspects of a problem situated in the real-world context. The second question aimed to measure the ability to translate a problem into mathematical language. The third question aimed to measure the ability to employ mathematical concepts and procedures to solve problems. And the fourth question aimed to measure the ability to interpret, apply and evaluate mathematical outcomes. 2) In examining the test using Item Response Theory, it was found that the test had item discrimination parameter (ai) from 0.44 to 3.23, item difficulty parameter (bi) from -1.88 to 1.50 and guessing parameter (ci) from 0.00 to 0.31. The test had construct validity (Chi-square = 334.770, p = 0.918, GFI = 0.931, AGFI = 0.902, RMSEA = 0.000) and had Cronbach's alpha coefficient from 0.763 to 0.842. This suggests that it can identify learner’s attribute-mastery pattern and can diagnose the learner’s deficiencies in mathematical literacy.
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