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dc.contributor.authorSewry, Joyce
dc.contributor.authorMokilane, Paul
dc.date.accessioned2016-07-21T12:42:52Z
dc.date.available2016-07-21T12:42:52Z
dc.date.issued2014
dc.identifier.citationSewry, J., & Mokilane, P. (2014). A Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examination. Perspectives in Education: Standards in education and training: the challenge, 32(1), 192-209.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3781
dc.description.abstractThe National Senior Certificate (NSC) examinations were written for the second time in 2009 amid much criticism. In this study, scripts of candidates who wrote the NSC Mathematics examinations (papers 1 and 2) in 2009 were used as data to analyse the marks scored and then polytomous Rasch analysis was conducted for all the subquestions to determine the level of difficulty of the questions. The purpose of applying Rasch measurement models is to explore the extent to which a test or an examination and its associated data set permit the interpretation of an underlying linear scale of ability against which to interpret overall performance and item difficulty. In the NSC data, some questions discriminated well at the lower-ability levels of candidates, but no questions were found to discriminate among higher-ability candidates.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematics educationen_ZA
dc.subjectGrade 12 examinationsen_ZA
dc.subjectNational Senior Certificateen_ZA
dc.subjectRasch analysisen_ZA
dc.titleA Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examinationen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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