Assessment in Mathematics Education Contexts

Theoretical Frameworks and New Directions
1. Auflage 2020
ISBN: 978-0-367-67076-4
Verlag: Taylor & Francis

Buch, Englisch, 210 Seiten, Format (B × H): 152 mm x 226 mm, Gewicht: 272 g

Reihe: Routledge Research in Education

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.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Bostic, Jonathan D

Krupa, Erin E

Shih, Jeffrey C

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen

Inhaltsverzeichnis

- 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

Über Autor(innen)

Jonathan Bostic is an associate professor of mathematics education at Bowling Green State University, USA.

Erin Krupa is an assistant professor of mathematics education at North Carolina State University, USA.

Jeffrey Shih is an associate professor of mathematics education at the University of Nevada, Las Vegas, USA.