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Collaborative Research: Validity Evidence for Measurement in Mathematics Education (VM2ED)

合作研究：数学教育测量的有效性证据（VM2ED）

基本信息

批准号：
1920619
负责人：
Erin Krupa
金额：
$ 139.07万
依托单位：
North Carolina 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=1920619&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.

在过去几十年里，随着教育更多地转向数据驱动的政策和研究举措，与政策有关的方面的数据往往被期望在性质上更加量化。这导致在STEM教育，包括数学教育中更多地使用量化措施。遗憾的是，缺乏关于数学教育措施的有效性和可靠性的证据。此外，定量工具和措施的有效性的证据并没有被该领域的研究人员概念化或一致地定义。本研究的目的是充分探讨数学教育文献，以综合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，策划和传播一个用于数学教育教学和研究的定量评估库。研究人员还将为各种学者和从业人员创建材料和在线培训，以使用该存储库。该小组将解决两个主要的研究问题：1）如何可能有效性证据有关的定量评估用于数学教育研究进行分类和描述？2）自2000年以来，数学教育学术研究中使用的定量工具存在哪些有效性证据？研究人员将使用交叉比较的方法，包括进行文献检索，然后分析和分类工具的功能。研究小组将审查案件（即，评估描述的手稿），其中使用了定量工具，以及具体的功能，如结构测量，证据有关的有效性来源，和研究样本。然后，该团队将设计、开发和部署一个免费的在线数字资源库，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项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高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项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。