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An Assessment of Eighth Graders’ Mathematics Higher Order Thinking Skills in the Chinese Context

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Abstract

Based on Bloom’s Taxonomy of Educational Objectives and the assessment framework of PISA, this study aimed to develop a three-dimensional assessment framework to measure junior high school students’ higher order thinking skills in mathematics in China. A total of 28,153 eighth graders from 11 districts and counties in Z city were involved in the test. The results showed that (1) in the Mathematical ability dimension, students scored the lowest in Problem-solving; (2) in the Cognitive level dimension, students scored the lowest in Evaluate; (3) there was little difference between students’ scores on problems in Realistic and Intramathematical situations; (4) there were significant differences in the higher order thinking skills of students at different academic levels; and (5) there were no gender differences in students’ higher order mathematical thinking skills (HOMTS). Implications for assessment in HOMTS and suggestions for future study are discussed.

Résumé

S’appuyant sur la taxonomie des objectifs pédagogiques de Bloom et le cadre d’évaluation du Programme international pour le suivi des acquis des élèves (PISA), cette étude vise à élaborer un cadre d’évaluation tridimensionnel pour mesurer les capacités de processus mental de niveau élevé en mathématiques des élèves du premier cycle de l’enseignement secondaire en Chine. Au total, 28 153 élèves de huitième année de 11 districts et comtés de la ville de Z ont participé au test. Voici ce qui en est ressorti: d’abord, sur l’aspect des aptitudes mathématiques, les élèves ont obtenu le pointage le plus faible en résolution de problèmes; deuxièmement sur le plan cognitif, les participants ont réussi le moins bien en évaluation; troisièmement, on a constaté peu de différence entre les résultats des élèves sur les problèmes abordés dans des situations réalistes et intramathématiques; quatrièmement, on a vu des distinctions importantes dans les capacités de processus mental de niveau élevé des élèves à différents niveaux académiques; et finalement, on n’a remarqué aucun écart entre les sexes en ce qui a trait aux capacités de processus mental de niveau élevé en mathématiques des élèves (PMNÉM). On aborde les implications pour l’évaluation des PMNÉM et on suggère des pistes que les études futures peuvent examiner.

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Data Availability

The data used in this research are from the Regional Education Assessment Project 2020 of the Collaborative Innovation Centre of Assessment towards Basic Education Quality.

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Authors and Affiliations

  1. Faculty of Education, Beijing Normal University, Beijing, China

    Haili Liang, Chunxia Qi & Siyu Zuo

  2. Faculty of Mathematics and Science Education, Beijing Institute of Education, Beijing, China

    Yongxiao Bai

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Bai, Y., Liang, H., Qi, C. et al. An Assessment of Eighth Graders’ Mathematics Higher Order Thinking Skills in the Chinese Context. Can. J. Sci. Math. Techn. Educ. 23, 365–382 (2023). https://doi.org/10.1007/s42330-023-00279-w

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