Middle school students’ responses to twotier tasks
 Shajahan Haja,
 David Clarke
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The structure of twotier testing is such that the first tier consists of a multiplechoice question and the second tier requires justifications for choices of answers made in the first tier. This study aims to evaluate twotier tasks in “proportion” in terms of students’ capacity to write and select justifications and to examine the effect of different twotier formats on student performance. Twenty students each from Y7 to Y8 participated in the study in Melbourne in March 2008. The students took eight similar tests with each test having eight twotier tasks. Eight students were interviewed individually after the testing. Analysis of students’ responses revealed that 1) Y7 and Y8 students were able to select and write justifications to twotier tasks, 2) Y7 and Y8 students’ success in writing or selecting justifications varied on “marked answer” and “select answer” formats, and 3) Y7 and Y8 students’ justifications gave some information about their misconceptions in proportional reasoning. Implications for teachers looking for alternative assessment tasks tracing students’ reasoning behind their correct and incorrect answers are discussed.
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 Purpose of the study
 Related studies
 Methodology
 Analysis of students’ responses
 Conclusions
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 Title
 Middle school students’ responses to twotier tasks
 Journal

Mathematics Education Research Journal
Volume 23, Issue 1 , pp 6776
 Cover Date
 20110301
 DOI
 10.1007/s1339401100045
 Print ISSN
 10332170
 Online ISSN
 2211050X
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 ASSE
 SECO
 PRSO
 BELI
 ADVN
 Authors

 Shajahan Haja ^{(1)}
 David Clarke ^{(1)}
 Author Affiliations

 1. University of Melbourne, 109 Barry St, Carlton, 3053, Vic, Australia