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        <identifier>oai:figshare.com:article/34050411</identifier>
        <datestamp>2026-10-02T09:27:29Z</datestamp>
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          <dc:title>Diagnostic measurement instruments used in the lesson study context</dc:title>
          <dc:creator>Sinethemba Mthimkhulu (17612055)</dc:creator>
          <dc:creator>Koketso Clinton Moremi (20647847)</dc:creator>
          <dc:creator>David Sekao (25158651)</dc:creator>
          <dc:subject>Mathematics and numeracy curriculum and pedagogy</dc:subject>
          <dc:subject>Measurement instruments</dc:subject>
          <dc:subject>Measurement invariance</dc:subject>
          <dc:subject>Distractor efficacy</dc:subject>
          <dc:subject>Distractor probability</dc:subject>
          <dc:subject>Two-tier diagnostic instrument</dc:subject>
          <dc:subject>Lesson study</dc:subject>
          <dc:subject>Learners</dc:subject>
          <dc:subject>SDG 4 Quality education</dc:subject>
          <dc:description>&lt;p dir="ltr"&gt;The data were collected to (1) measure learners' understanding of fractions, (2) diagnose their misconceptions, and (3) ultimately plan a research lesson within the lesson study context. For secondary reasons, the data were used to investigate whether the instrument used to measure learners' understanding is measurement invariant by looking at the differential item functioning (DIF) using Rasch analysis. The data were also used to model the quality of the items by examining the distractor efficacy of the multiple-choice items.&lt;/p&gt;</dc:description>
          <dc:date>2026-10-02T09:27:29Z</dc:date>
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          <dc:identifier>10.25403/UPresearchdata.34050411.v1</dc:identifier>
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