Assessment in mathematics education contexts : theoretical frameworks and new directions / edited by Jonathan D. Bostic, Erin E. Krupa, and Jeffrey C. Shih.

Introduction: Aims and scope for assessments in mathematics education contexts: Theoretical frameworks and new directions - Jonathan Bostic Developing an Instrument with Validity in Mind - Matthew Lavery Measure Validation as a Research Methodology for Mathematics Education - Erik Jacobsen Gathering Validity Evidence Using the BEAR Assessment System (BAS): A Mathematics Assessment Perspective - Mark Wilson A Validation Process for Complex Knowledge: The Standards for Mathematical Practice Knowledge Assessment - Gabriel Matney Validity Arguments for Instruments that Measure Mathematics Teaching Practices: Comparing the M-Scan and IPL-M - Temple Walkowiak Design and Validation Arguments for the Student Survey Of Motivational Attitudes toward Statistics (S-SOMAS) Instrument - Douglas Whitaker Measuring Self-efficacy to Teach Statistics in Grades 6-12 Mathematics Teachers - Leigh Harrell-Williams Measurement and Validity in the Context of Mathematics Coaches - Kristin Harbour

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.

Includes index.

OCLC-licensed vendor bibliographic record.