, , and : Comparative examination of the development of inductive reasoning: Online assessments in Hungary and Finland

This study presents the result of a comparative assessment of inductive reasoning among Finnish and Hungarian students. It investigates if the instruments developed in Hungary work in the same way in different age groups in Finland, in another country with different pedagogical culture; how students’ inductive reasoning develops and how boys’ and girls’ achievement differ in the two educational systems. The participants of the study were fourth and seventh grade students from Vantaa city and from the partner schools of the Research Group of Learning and Instruction, University of Szeged. Although the samples cannot be regarded as representative, thus the achievements cannot be directly compared, the data are suitable to answer the re-search questions. The instrument was an inductive reasoning test (figural and numeric analogies and series) previously used in several former studies administered by the eDia online testing platform. The Finnish students solved the tasks on tablets, while the Hungarian students used keyboards and mice. The results showed that the reliability of the tests did not changed by transplanting them into Finnish. The scale variance analyses indicated that the test used in different environments met the requirements of configural and partial invariance, but not the metric invariance. It was an unexpected result that in both age groups the Hungarian students achieved better than the Finnish students, especially in numeric tasks. As the samples of this assessment were not representative, further studies are required to confirm the observed difference and to explore its causes.

Keywords: inductive reasoning, technology-based assessment, eDia, comparative study

Year: 2019
Issue: 3-4
Page: 5-24