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Collaborative Research: Validity Evidence and Measurement in Mathematics Education (V-M2ED)

合作研究：数学教育的有效性证据和测量（V-M2ED）

基本信息

批准号：
1920621
负责人：
Jonathan Bostic
金额：
$ 55.4万
依托单位：
Bowling Green State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920621&HistoricalAwards=false
关键词：
Collaborative Research Validity Evidence Measurement

项目摘要

As education has shifted more towards data-driven policy and research initiatives in the last several decades, data for policy-related aspects are often expected to be more quantitative in nature. This has led to the increase in use of more quantitative measures in STEM education, including mathematics education. Unfortunately, evidence regarding the validity and reliability of mathematics education measures is lacking. Furthermore, the evidence for validity for quantitative tools and measures is not conceptualized or defined consistently by researchers in the field. The purpose of this project is to fully explore the mathematics education literature to synthesize what validity evidence is available for quantitative assessments in mathematics education. Drawing on the results of the synthesis study, the researchers will design, curate, and disseminate a repository of quantitative assessments used in mathematics education teaching and research. The researchers will also create materials and online training for a variety of scholars and practitioners to use the repository. The team will address two main research questions: 1) How might validity evidence related to quantitative assessments used in mathematics education research be categorized and described? and 2) What validity evidence exists for quantitative instruments used in mathematics education scholarship since 2000? Researchers will use a cross-comparative methodology which involves conducting a literature search and then analyzing and categorizing features of instruments. The research team will examine cases (i.e., assessments described in manuscripts) in which quantitative instruments have been used, alongside specific features such as the construct measured, evidence related to sources of validity, and study sample. The team will then design, develop, and deploy a free online digital repository for the categorization of instruments and describe their associated validity evidence.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

过去几十年来，随着教育更多地转向数据驱动的政策和研究举措，政策相关方面的数据通常预计会更加定量。这导致在 STEM 教育（包括数学教育）中更多地使用更多定量措施。不幸的是，缺乏关于数学教育措施有效性和可靠性的证据。此外，该领域的研究人员并未一致地概念化或定义定量工具和测量有效性的证据。该项目的目的是充分探索数学教育文献，以综合可用于数学教育定量评估的有效性证据。根据综合研究的结果，研究人员将设计、策划和传播用于数学教育教学和研究的定量评估存储库。研究人员还将为各种学者和从业者创建材料和在线培训以使用该存储库。该团队将解决两个主要研究问题：1）如何对数学教育研究中使用的定量评估相关的有效性证据进行分类和描述？ 2) 自 2000 年以来数学教育奖学金中使用的定量工具有哪些有效性证据？研究人员将使用交叉比较方法，其中包括进行文献检索，然后对仪器的特征进行分析和分类。研究团队将检查使用定量工具的案例（即手稿中描述的评估），以及测量的结构、与有效性来源相关的证据和研究样本等具体特征。然后，该团队将设计、开发和部署一个免费的在线数字存储库，用于对仪器进行分类，并描述其相关的有效性证据。Discovery Research preK-12 计划 (DRK-12) 旨在通过研究和开发创新资源、模型和工具，显着增强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

期刊论文数量（10）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Measures of mathematics teachers’ behavior and affect: An examination of the assessment landscape

数学教师行为和影响的测量：对评估格局的考察

DOI：
发表时间：
2022
期刊：
Annual meeting program American Educational Research Association
影响因子：
0
作者：
Gallagher, M.;Bardelli, E.;Folger, T.;Neely, A.;Bostic, J.;Walkowiak, T.;Wilhelm, A.;Zelkowski, J.
通讯作者：
Zelkowski, J.

Abstracts for assessments: Describing a summary statement.

评估摘要：描述摘要陈述。