Factor Analytic Method in Developing Scoring Rubric for Word Problems
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Abstract
The study aimed to develop a scoring rubric in solving word problems as an assessment tool that could be used to determine the student’s level of performance, particularly in solving word problems. Scoring guides independently developed by teachers were consolidated using a priori criteria, then implemented to initial participants of prospective secondary teachers and first screened by PCA. Finally, the instrument was validated using the in-service teachers of the Eastern Zone with varied teaching experiences. Out of twelve criteria initially set, only two criteria emerged after subjecting to Exploratory Factor Analysis, which is the basis for a scoring rubric. After using the revised rubric, it was found out that the student’s performance was on average level. Further findings and conclusions were discussed in this paper.
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