000041807 001__ 41807 000041807 005__ 20230111103814.0 000041807 0247_ $$2doi$$a10.4438/1988-592X-RE-2015-371-307 000041807 0248_ $$2sideral$$a93125 000041807 037__ $$aART-2016-93125 000041807 041__ $$aeng 000041807 100__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, A.$$uUniversidad de Zaragoza 000041807 245__ $$aCharacterization of behavior of correctors when grading mathematics tests 000041807 260__ $$c2016 000041807 5060_ $$aAccess copy available to the general public$$fUnrestricted 000041807 5203_ $$aIn this work, we present some results obtained from the analysis of the behavior of 91 mathematics teachers (prospective, secondary education and university) when they grade three different types of correct answers to a classical high school problem through a questionnaire. In addition to a descriptive analysis that studies the variability and the interrater reliability, we analyze the role of experience and training as well as the influence of the different solving methods. Furthermore, we try to identify profiles of correctors among secondary education teachers using both quantitative (cluster analysis) and qualitative (content analysis) methods. In particular, we observe a great variability on the assigned grades as well as a low interrater reliability. The belonging to a particular group has impact over the assigned rates while experience has no significant influence. The grades are higher when methods closer to the corrector are used. Finally, we have been able to identify three different clusters, which are determined by the comments and actions regarding three aspects of the students’ answers: argumentation, correctness and method. 000041807 536__ $$9info:eu-repo/grantAgreement/ES/MINECO/EDU2012-31464 000041807 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/ 000041807 590__ $$a1.185$$b2016 000041807 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b109 / 235 = 0.464$$c2016$$dQ2$$eT2 000041807 592__ $$a0.68$$b2016 000041807 593__ $$aEducation$$c2016$$dQ1 000041807 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000041807 700__ $$0(orcid)0000-0002-8713-4591$$aMuñoz-Escolano, J.M.$$uUniversidad de Zaragoza 000041807 700__ $$0(orcid)0000-0002-8191-3199$$aOller-Marcén, A.M. 000041807 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática 000041807 773__ $$g2016, 371 (2016), 31-55$$pRev. educ. (Madr.)$$tRevista de educación$$x0034-8082 000041807 8564_ $$s2433686$$uhttps://zaguan.unizar.es/record/41807/files/texto_completo.pdf$$yVersión publicada 000041807 8564_ $$s5959$$uhttps://zaguan.unizar.es/record/41807/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000041807 909CO $$ooai:zaguan.unizar.es:41807$$particulos$$pdriver 000041807 951__ $$a2023-01-11-10:03:54 000041807 980__ $$aARTICLE