An IERI – International Educational Research Institute Journal
Table 3 Mean facet level item difficulty across mathematics facets and levels
Facet | Levels | All Items | Mode invariant items | ||||
|---|---|---|---|---|---|---|---|
\({\overline{\mathrm{b}} }_{\mathrm{PBA}}\) | \({\overline{\mathrm{b}} }_{\mathrm{CBA}}\) | Wald test χ2 (N = 11960) | \({\overline{\mathrm{b}} }_{\mathrm{PBA}}\) | \({\overline{\mathrm{b}} }_{\mathrm{CBA}}\) | Wald test χ2 (N = 11950)a | ||
Content | Space and shape | 0.52 (0.04) | 0.90 (0.04) | χ2 (3) = 7.19* | 0.85 (0.04) | 1.17 (0.05) | χ2 (3) = 11.94* |
Quantity | −0.68 (0.07) | −0.42 (0.07) | p = .07 | −0.61 (0.18) | −0.40 (0.12) | p = .01 | |
Change and relationships | 0.13 (0.04) | 0.39 (0.07) | 0.07 (0.04) | 0.37 (0.07) | |||
Uncertainty and data | 0.05 (0.04) | 0.33 (0.03) | −0.11 (0.05) | 0.00 (0.05) | |||
Situation and context | Personal | −0.78 (0.12) | −0.42 (0.14) | χ2 (3) = 5.17 | −0.64 (0.18) | −0.22 (0.16) | χ2 (3) = 7.21* |
Scientific | 0.30 (0.03) | 0.55 (0.04) | p = .13 | 0.30 (0.04) | 0.57 (0.04) | p = .07 | |
Societal | −0.08 (0.04) | 0.24 (0.04) | 0.06 (0.04) | 0.21 (0.04) | |||
Occupational | 0.29 (0.04) | 0.54 (0.04) | 0.66 (0.04) | 0.81 (0.05) | |||
Process | Interpreting, applying and evaluating mathematical outcomes | −0.56 (0.04) | −0.29 (0.04) | χ2 (2) = 3.83 | −0.70 (0.04) | −0.56 (0.05) | χ2 (2) = 2.99 |
Employing mathematical concepts, facts and procedures | −0.10 (0.05) | 0.25 (0.06) | p = .15 | 0.14 (0.09) | 0.48 (0.09) | p = .22 | |
Formulating situations mathematically | 0.63 (0.04) | 0.86 (0.03) | 0.76 (0.04) | 0.95 (0.04) | |||