Assessment

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Year: 
2019
Short Description: 
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Addressing Misconceptions in Secondary Geometry Proof

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Lead Organization(s): 
Year: 
2019
Short Description: 
Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

Opportunities to Participate (OtP) in Science Survey: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.

Year: 
2018
Short Description: 
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

Validation: A Burgeoning Methodology for Mathematics Education Scholarship

Validity-related issues are a growing topic within the mathematics education community. Until recently, validation has been treated as something to gather when convenient or is rarely reported in ways that conform to current standards for assessment development. This theoretically-focused proceeding adds to a burgeoning theoretical argument that validation should be considered a methodology within mathematics education scholarship. We connect to design-science research, which is a well-established framework within mathematics education.

Lead Organization(s): 
Year: 
2018
Short Description: 
The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.

Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)

Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2018, November). Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5). In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings for the 40h Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641). Greenville, SC.

Lead Organization(s): 
Year: 
2018
Short Description: 
The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.

A Handbook and Tool for Uncovering Children’s Conceptions of Fractions

Understand students’ fraction concepts through interview tasks.  Includes tasks and guide to record student thinking.

Year: 
2015
Short Description: 
Understand students’ fraction concepts through interview tasks. Includes tasks and guide to record student thinking.

Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students may face understanding fraction concepts. One way to characterize such conceptions is through the creation of a framework that depicts key understandings evidenced as students work with problematic situations.

Year: 
2016
Short Description: 
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.

A synthesis of mathematics writing: Assessments, interventions, and surveys

Mathematics standards in the United States describe communication as an essential part of mathematics. One outlet for communication is writing. To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.

Year: 
2017
Short Description: 
To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.

Graphing Research on Inquiry with Data in Science (GRIDS) Curricular Units

Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques:
Year: 
2017
Short Description: 
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
Resource(s): 

Instructional Scaffolding in STEM Education

This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.

Lead Organization(s): 
Year: 
2017
Short Description: 
This book examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.

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