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Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede
Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement—termed the interpretation/use argument, and gathering of evidence to support or refute the assumptions and inferences. We present two approaches to articulating the assumptions and inferences that underlie a score interpretation and use statement, also termed the interpretation/use argument (Kane, 2016). One approach uses the five sources of validity evidence in the Standards for Educational and Psychological Testing …
Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford
Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a …