参与评估和验证研究的心灵和思想

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

School Science and Mathematics Pub Date : 2023-10-12 DOI:10.1111/ssm.12621

Jonathan D. Bostic

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Email: [email protected]Search for more papers by this author First published: 12 October 2023 https://doi.org/10.1111/ssm.12621 Ideas in this work stem from multiple grant-funded research studies supported by the National Science Foundation (NSF# 1720646; 1920621; 2100988; 2201165). Any opinions, findings, conclusions, or recommendations expressed by the authors do not necessarily reflect the views of the National Science Foundation. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards. Investigations in Mathematics Learning, 9(3), 109–110. Bostic, J. (2019). We can do better! Intersection Points, 44(6), 3–4. Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education, 34(1), 1–9. Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31. https://doi.org/10.1007/s10857-019-09445-0 Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. Cronbach, L. J. (1988). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test Validity (pp. 3–17). Erlbaum. Folger, T., Bostic, J., & Krupa, E. (2023). Defining test-score interpretation, use, and claims: Delphi study for the validity argument. Educational Measurement: Issues and Practice, 42(3), 22–38. https://doi.org/10.1111/emip.12569 Jonson, J. L., & Geisinger, K. F. (2022). Fairness in educational and psychological testing: Examining theoretical, research, practice, and policy implications of the 2014 standards. AERA. Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. Krupa, E., Carney, M., & Bostic, J. (2019). Approaches to instrument validation. Applied Measurement in Education, 32(1), 1–9. Lavery, M., Jong, C., Krupa, E., & Bostic, J. (2019). Developing an assessment with validity in mind. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions (pp. 12–39). Routledge. Melhuish, K., & Hicks, M. (2019). A validity argument for an undergraduate mathematics concept inventory. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Research instruments and perspectives (pp. 121–151). Routledge. National Research Council. (2001). Knowing what students know. Committee on the foundations of assessment. National Academies Press. Padilla, J.-L., & Benitez, I. (2014). Validity evidence based on response process. Psichotherma, 26(1), 136–144. Shepard, L. A. (2016). Evaluating test validity: Reprise and progress. 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Bostic\",\"doi\":\"10.1111/ssm.12621\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"School Science and MathematicsEarly View EDITORIAL Engaging hearts and minds in assessment and validation research Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author First published: 12 October 2023 https://doi.org/10.1111/ssm.12621 Ideas in this work stem from multiple grant-funded research studies supported by the National Science Foundation (NSF# 1720646; 1920621; 2100988; 2201165). Any opinions, findings, conclusions, or recommendations expressed by the authors do not necessarily reflect the views of the National Science Foundation. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards. Investigations in Mathematics Learning, 9(3), 109–110. Bostic, J. (2019). We can do better! Intersection Points, 44(6), 3–4. Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education, 34(1), 1–9. Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31. https://doi.org/10.1007/s10857-019-09445-0 Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. Cronbach, L. J. (1988). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test Validity (pp. 3–17). Erlbaum. Folger, T., Bostic, J., & Krupa, E. (2023). 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Jonathan D. Bostic，通讯作者Jonathan D. Bostic [email protected] Bowling Green州立大学，Bowling Green State University, Bowling Green State University, Bowling Green, OH, USA。电子邮件:[Email protected]搜索本文作者Jonathan D. Bostic的更多论文，通讯作者Jonathan D. Bostic [Email protected] Bowling Green State University, Bowling Green, Ohio, USA通信Jonathan D. Bostic, Bowling Green State University, Ohio, USA。邮箱:[Email protected]搜索本文作者的更多论文首次发表:2023年10月12日https://doi.org/10.1111/ssm.12621本文的思想来源于美国国家科学基金会(NSF# 1720646;1920621;2100988;2201165)。作者表达的任何意见、发现、结论或建议不一定反映美国国家科学基金会的观点。阅读全文taboutpdf ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare给accessShare全文accessShare全文accessShare请查看我们的使用条款和条件，并勾选下面的框来分享文章的全文版本。我已经阅读并接受了Wiley在线图书馆使用共享链接的条款和条件，请使用下面的链接与您的朋友和同事分享本文的全文版本。学习更多的知识。复制URL共享链接共享一个emailfacebooktwitterlinkedinreddit微信本文无摘要参考文献美国教育研究协会、美国心理学会、全国教育测量委员会。(2014)。教育和心理测试标准。美国教育研究协会。Bostic, J.(2017)。前进:将当前实践与测试标准结合起来的工具和机会。数学学习研究，9(3)，109-110。Bostic, J.(2019)。我们可以做得更好!交点，44(6)，3-4。Bostic, J.(2021)。大声思考:通过评估通知奖学金和扩大伙伴关系。教育应用测量，34(1)，1 - 9。Bostic, J.， Lesseig, K.， Sherman, M.和Boston, M.(2021)。课堂观察与数学教育研究。数学教师教育学报，24,5-31。https://doi.org/10.1007/s10857-019-09445-0 Carney, M.， Bostic, J.， Krupa, E.， & Shih, J.(2022)。数学教学中仪器的解释和使用说明。数学教育研究，53(4)，334-340。Cronbach, l.j.(1988)。有效性论证的五种观点。在H. Wainer & H. Braun(编)，测试效度(第3-17页)。Erlbaum。Folger, T.， Bostic, J.， & Krupa, E.(2023)。定义考试成绩的解释、使用和要求:德尔菲研究的有效性论证。教育测量:问题与实践，42(3)，22-38。https://doi.org/10.1111/emip.12569 Jonson, j.l， & Geisinger, k.f .(2022)。教育和心理测试的公平性:检验2014年标准的理论、研究、实践和政策含义。中小城镇。凯恩，m.t.(2013)。验证考试成绩的解释和使用。教育测量学报，50(1)，1 - 73。克鲁帕，E.，卡尼，M.，和博斯蒂克，J.(2019)。仪器验证方法。教育应用测量，32(1)，1 - 9。Lavery, M.， Jong, C.， Krupa, E.和Bostic, J.(2019)。在考虑有效性的情况下进行评估。在J. Bostic, E. Krupa， & J. Shih(编)，数学教育背景下的评估:理论框架和新方向(第12-39页)。劳特利奇。Melhuish, K.， & Hicks, M.(2019)。大学生数学概念量表的效度论证。在J. Bostic, E. Krupa， & J. Shih(编)，数学知识的定量测量:研究工具和观点(第121-151页)。劳特利奇。国家研究委员会。(2001)。了解学生所知道的。评估基础委员会。国家科学院出版社。帕迪拉,J.-L。Benitez, I.(2014)。基于反应过程的效度证据。热物理学报，26(1)，136-144。Shepard, l.a.(2016)。评估测试有效性:重复和进展。教育评估:原则、政策与实践，23(2)，268-280。威尔逊，M.和威尔莫特，D.(2019)。利用BEAR评估系统(BAS)收集效度证据:一个数学评估的视角。在J. Bostic, E. Krupa， & J. Shih(编)，数学教育背景下的评估:理论框架和新方向(第63-89页)。劳特利奇。在问题包含之前的早期视图在线版本的记录参考信息

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Engaging hearts and minds in assessment and validation research

School Science and MathematicsEarly View EDITORIAL Engaging hearts and minds in assessment and validation research Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author Jonathan D. Bostic, Corresponding Author Jonathan D. Bostic [email protected] Bowling Green State University, Bowling Green, Ohio, USA Correspondence Jonathan D. Bostic, Bowling Green State University, Bowling Green, OH, USA. Email: [email protected]Search for more papers by this author First published: 12 October 2023 https://doi.org/10.1111/ssm.12621 Ideas in this work stem from multiple grant-funded research studies supported by the National Science Foundation (NSF# 1720646; 1920621; 2100988; 2201165). Any opinions, findings, conclusions, or recommendations expressed by the authors do not necessarily reflect the views of the National Science Foundation. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. REFERENCES American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. Bostic, J. (2017). Moving forward: Instruments and opportunities for aligning current practices with testing standards. Investigations in Mathematics Learning, 9(3), 109–110. Bostic, J. (2019). We can do better! Intersection Points, 44(6), 3–4. Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education, 34(1), 1–9. Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5–31. https://doi.org/10.1007/s10857-019-09445-0 Carney, M., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. Cronbach, L. J. (1988). Five perspectives on validity argument. In H. Wainer & H. Braun (Eds.), Test Validity (pp. 3–17). Erlbaum. Folger, T., Bostic, J., & Krupa, E. (2023). Defining test-score interpretation, use, and claims: Delphi study for the validity argument. Educational Measurement: Issues and Practice, 42(3), 22–38. https://doi.org/10.1111/emip.12569 Jonson, J. L., & Geisinger, K. F. (2022). Fairness in educational and psychological testing: Examining theoretical, research, practice, and policy implications of the 2014 standards. AERA. Kane, M. T. (2013). Validating the interpretations and uses of test scores. Journal of Educational Measurement, 50(1), 1–73. Krupa, E., Carney, M., & Bostic, J. (2019). Approaches to instrument validation. Applied Measurement in Education, 32(1), 1–9. Lavery, M., Jong, C., Krupa, E., & Bostic, J. (2019). Developing an assessment with validity in mind. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions (pp. 12–39). Routledge. Melhuish, K., & Hicks, M. (2019). A validity argument for an undergraduate mathematics concept inventory. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Research instruments and perspectives (pp. 121–151). Routledge. National Research Council. (2001). Knowing what students know. Committee on the foundations of assessment. National Academies Press. Padilla, J.-L., & Benitez, I. (2014). Validity evidence based on response process. Psichotherma, 26(1), 136–144. Shepard, L. A. (2016). Evaluating test validity: Reprise and progress. Assessment in Education: Principles, Policy, & Practice, 23(2), 268–280. Wilson, M., & Wilmot, D. (2019). Gathering validity evidence using the BEAR assessment system (BAS): A mathematics assessment perspective. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in mathematics education contexts: Theoretical frameworks and new directions (pp. 63–89). Routledge. Early ViewOnline Version of Record before inclusion in an issue ReferencesRelatedInformation

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School Science and Mathematics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

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9.10%

发文量