PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Determining what to assess: A methodology for concept domain analysis as applied to group theory
Page: 736
With the rise of concept inventory style student assessment, focus has been placed on research-based refinement of assessment questions. Of equal importance is how one arrives at the tasks meant to reflect a given construct. This report will consider how this might be done in a research-based manner. The creation of a Group Concept Inventory (with particular attention to isomorphism) will be utilized to illustrate the approach. The methodology attempts to add rigor to vague suggestions of using textbooks, consulting experts, and referencing literature when developing assessment tasks. Various aspects of understanding concepts and attention to which concepts are essential to group (at an introductory level) will be discussed. The methodology and accompanying example will detail a Delphi process for expert consensus, a narrative and exercise textbook analysis and a thorough literature exploration.