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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 …
Analysis Of Students’ Proportional Reasoning Strategies, Michele Carney, Ev Smith, Gwyneth Hughes, Jonathan Brendefur, Angela Crawford, Tatia Totorica
Analysis Of Students’ Proportional Reasoning Strategies, Michele Carney, Ev Smith, Gwyneth Hughes, Jonathan Brendefur, Angela Crawford, Tatia Totorica
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Proportional reasoning is key to students’ acquisition and application of complex mathematics and science topics. Research is needed regarding how students’ progress towards and come to demonstrate key developmental understandings within proportional reasoning. To this end we created and administered assessment items to 297 middle grades students. We categorized student solution processes qualitatively, followed by Rasch analysis to examine item difficulty and strategy use in relation to an anticipated trajectory. Our findings indicate that different strategies manifest themselves in a hierarchical manner, providing initial confirmation of categories based on strategy efficiency and emphasizing the importance of teacher (and researcher) analysis …