Full Description
This book aims to provide theoretical discussions of assessment development and implementation in mathematics education contexts, as well as to offer readers discussions of assessment related to instruction and affective areas, such as attitudes and beliefs. By providing readers with theoretical implications of assessment creation and implementation, this volume demonstrates how validation studies have the potential to advance the field of mathematics education. Including chapters addressing a variety of established and budding areas within assessment and evaluation in mathematics education contexts, this book brings fundamental issues together with new areas of application.
Contents
Introduction: Aims and scope for assessments in mathematics education contexts: Theoretical frameworks and new directions - Jonathan D. Bostic, Erin E. Krupa, and Jeffrey C. Shih
Developing an Instrument with Validity in Mind - Matthew R. Lavery, Cindy Jong, Erin E. Krupa, and
Jonathan D. Bostic
Measure Validation as a Research Methodology for Mathematics Education - Erik JacobsOn and Rebecca Borowski
Gathering Validity Evidence Using the BEAR Assessment System (BAS): A Mathematics Assessment Perspective - Mark Wilson and Diane B. Wilmot
Validity Arguments for Instruments That Measure Mathematics Teaching Practices: Comparing the M-Scan and IPL-M- Temple A. Walkowiak, Elizabeth L. Adams, and
Robert Q. Berry
Design and Validation Arguments for the Student Survey of Motivational Attitudes towards Statistics (S-SOMAS) Instrument - Douglas Whitaker, Alana Unfried, and Marjorie Bond
Measuring Self-Efficacy to Teach Statistics in Grades 6-12 Mathematics Teachers - Leigh m. Harrell- williams, jennifer n. Lovett, lawrence m. Lesser, hollylynne s. Lee, rebecca l. Pierce, teri j. Murphy, and m. Alejandra sorto
Measurement and Validity in the Context of Mathematics Coaches-Kristin E. Harbour, Stefanie D. Livers , and Margret A. Hjalmarson
