Psychometric methods in mathematics education : opportunities, challenges, and interdisciplinary collaborations / edited by Andrew Izsák, University of Georgia, Athens, Georgia, Janine T. Remillard, University of Pennsylvania, Philadelphia, Pennsylvania, Jonathan Templin, University of Kansas, Lawrence, Kansas.
Introduction / Andrew Izsak, University of Georgia, Janine T. Remillard, University of Pennsylvania; Jonathan Templin, University of Kansas -- Coordinating Conceptualizations of Mathematical Knowledge With Psychometric Models: Opportunities and Challenges / Andrew Izsak, University of Georgia; Jonathan Templin, University of Kansas -- Applications of Item Response Theory in Mathematics Education Research / Daniel M. Bolt and Jee-Seon Kim, University of Wisconsin, Madison; Maria Blanton, TERC; Eric Knuth, University of Wisconsin, Madison, -- Diagnostic Classification Models and Mathematics Education Research: Opportunities and Challenges / Jimmy de la Torre, Rutgers, The State University of New Jersey; Guadalupe Carmona, University of Texas at San Antonio; Vincent Kieftenbeld, Pacific Metrics; Hartono Tjoe, Penn State Berks; Cynthia Lima, University of Texas at San Antonio -- Developing Workable Attributes for Psychometric Models Based on the Q-Matrix / Curtis Tatsuoka, Case Western Reserve University; Douglas H. Clements, University of Denver; Julie Sarama, University of Denver; Andrew Izsak, University of Georgia; Chandra Hawley Orrill, University of Massachusetts Dartmouth; Jimmy de la Torre, Rutgers, The State University of New Jersey; Elvira Khasanova, University of Buffalo; Kikumi K. Tatsuoka, Columbia University, Emeritus -- A Comprehensive Framework for Integrating Innovative Psychometric Methodology Into Educational Research / Jonathan Templin, University of Kansas; Laine Bradshaw, University of Georgia; Pamela Paek, American College Testing -- Examining and Understanding Dimensionality in the Context of Instrument Development: Considerations From the Classroom Video Analysis Instrument Measuring Usable Teaching Knowledge in Mathematics / Nicole B. Kersting, Philip A. Stevenson, and Mei-Kuang Chen, University of Arizona -- Purpose and Conceptualization: Examining Assessment Development Questions Through Analysis of Measures of Teacher Knowledge / Chandra Hawley Orrill, University of Massachusetts Dartmouth; Allan Cohen, University of Georgia -- The Interaction Between Measure Design and Construct Development: Building Validity Arguments -- Erik Jacobson, Indiana University; Janine T. Remillard, University of Pennsylvania; Mark Hoover, University of Michigan; Wendy Aaron, Oregon State University -- Measured Mathematics / Jeremy Kilpatrick, University of Georgia -- Multidisciplinary Development of Assessments for Educational Research: A Measurement Perspective / Louis V. DiBello, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago.
Summary:
The fifteenth Journal for Research in Mathematics Education monograph had its origins in a conference titled An Interdisciplinary Conference on Assessment in K--12 Mathematics: Collaborations Between Mathematics Education and Psychometrics, which was held in 2011 in Atlanta, Georgia. The basis for the conference was the renaissance in the field of psychometrics in which an increasing variety of psychometric models are becoming available through advances in computer hardware and software. This is opening new avenues for studying the mathematical knowledge of teachers and students. The overarching purpose of the monograph is to guide further interdisciplinary collaborations between mathematics education researchers and psychometricians by examining theoretical and conceptual issues that have arisen in recent efforts to apply contemporary psychometric models to mathematics education research. Specifically, its chapters are intended to (a) illustrate for mathematics education researchers the two main categories of psychometric models-models that locate individuals along continua and models that place individuals into discrete groups, as well as hybrids of these approaches; (b) provide examples that apply these different categories of psychometric models to mathematics education research; (c) illustrate how researchers have selected different psychometric models on the basis of the researchers' goals and (d) demonstrate issues related to item development. With these goals in mind, the monograph will enhance an awareness among mathematics education researchers that it is increasingly possible to select from a variety of model options when pursuing particular research goals and that choosing among models involves trade-offs. -- Provided by publisher.
Series:
Journal for research in mathematics education monograph, 0883-9530 ; number 15
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.