Introduction: Aims and Scope for Assessments in Mathematics Education Contexts: Theoretical Frameworks and New Directions

Document Type

Book Section

Publication Date

1-1-2019

Publication Title

Quantitative measures of mathematical knowledge: Researching instruments and perspectives

Edition

1

First page number:

1

Last page number:

11

Abstract

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book provides readers with a deeper understanding of validity, validity evidence and arguments, and the validation process; differing approaches to the validation process; and authentic examples of ways to convey validation arguments for assessments. It addresses a variety of established and budding areas within assessment and evaluation in mathematics education contexts. The book also provides both theoretical narratives and practical examples about linking notions of validity with assessment construction and uses. It explores instrument development that intends to capture secondary teachers’ self-efficacy to teach statistics. The book aims to challenge the status quo within published, peer-reviewed mathematics education scholarship by being more inclusive when it comes validity evidence and validation arguments. Validity arguments for assessments’ interpretations should be more prevalent within peer-reviewed mathematics education scholarship than they currently are.

Keywords

Mathematical education contexts; Validity; Validation process

Disciplines

Education | Science and Mathematics Education

Language

English

UNLV article access

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