A study of a computerized diagnostic inventory of basic mathematics skills

A computerized diagnostic mathematics instrument (CDMI/MS) was designed parallel to the commercial paper and pencil inventory published by McGraw-Hill titled the Diagnostic Mathematics Inventory Mathematics System (DMI/MS). The computer's branching capability provides a possible method to diagnose a student's mathematical strengths and weaknesses by using fewer questions and less time than required by the DMI/MS. The DMI/MS diagnoses twenty-nine objectives using a four item multiple choice structure where a strength is three or four correct items, a needs review is two correct, and a weakness is one or none correct. The CDMI/MS uses as few as none or as many as three questions to diagnose the same objectives as the DMI/MS, and presents fewer questions, assuming correct or incorrect responses as appropriate to a hierarchical structure.; The study used a stratified random sample of sixty-four fifth grade students determined eligible for Chapter I elementary mathematics laboratories. Students were given both tests in a repeated measures design. Data was compiled to test three hypotheses: (I) There will be significantly less student testing time spent on the CDMI/MS than on the DMI/MS. (II) When a difference in diagnosis is determined, the CDMI/MS will provide a significantly better diagnosis than the DMI/MS. (III) There will be a positive correlation (r {dollar}geq{dollar}.95) between the correctly answered questions on the CDMI/MS, including the answers assumed to be correct, and those of the DMI/MS.; Analysis of the findings showed that the CDMI/MS required significantly less time and fewer questions than the DMI/MS. The CDMI/MS did not provide a significantly better diagnosis; however, in comparison with a third test, individually administered, neither provided a significantly better diagnosis. The correlation was significant, though very weak and the two tests tended to agree well on weaknesses. The findings suggest that response strategies of Chapter I students and their use of faulty algorithms affected the results. Extensive analysis of the data suggested that improved testing strategies and data collection, as well as wide application of computerized diagnostic mathematics testing, will make the CDMI/MS an effective instrument.