Wright maps can provide psychometricians with information about validity based on internal structure, by allowing us to look for banding based on score levels across items. We recently interviewed teachers and trainers about the use of these maps, along with learning progressions and sample student responses to find what was more and less useful, and what features should be added. In this presentation, we will discuss these methods and feedback from teachers.

In this design-based research project, we are refining a model for mathematics professional development. We engage middle grades teachers in playful, discussion-based exploration of fractions and proportions through tasks and dynamic "toys” as well as planning for classroom implementation. We are now adding “Connections”, designed to support participants in transitioning from learners to teachers during the PD. For one group, Connections are reflection on paper, for the other, they are part of the PD discussion.

We present a framework for using scenario-based assessments (SBAs) to measure middle school students' ability to formulate written arguments around socio-scientific issues. We present data showing both the current strengths and limitations of these SBAs. We also present data which shows that, through the process of writing over a 2-week time span, the students showed significant improvements in their ability to make a claim, locate evidence, use reasoning, and use scientific vocabulary in their arguments.

This conference brought experts in areas of STEM domain-specific learning, assessments and measurement, learning technologies, computer sciences, and pedagogy to discuss and address the challenges of applying AI in revolutionizing STEM assessments and identify future research directions. It generated knowledge of integrating AI-based STEM assessment practices with domain-specific learning theories, validity theories and assessment design principles, technology integration theories, and pedagogical theories focusing on assessment practices.

Advancing Equity and Strengthening Teaching with Elementary Mathematical Modeling is a teacher PD project focused on strengthening K-5 teaching with mathematics modeling. Building on previous foundational work around mathematics modeling and equity, this project will bring together equity-oriented teaching practices and mathematical modeling to design and research the impact of a blended PD program on teacher practice.

EarthX is a collaboration of school district teachers and administrators, scientists and education researchers helping bring Earth science and compelling environmental phenomena into high school Biology, Chemistry, and Physics courses in Baltimore. EarthX will develop, test, and refine beginning of course, embedded and unit assessments that will provide near-real-time feedback to teachers and students, in support of 3D teaching and learning. Assessment results will be used in the project’s professional learning activities and supports.

A three year, mixed-methods, critical participatory action research project to develop a culturally sustaining self-report measure of Black and Latina/o student math engagement, called the Adapted Measure of Math Engagement (AM-ME).

Accessible Computational Thinking in Elementary Science Classes within and across Culturally and Linguistically Diverse Contexts (ACT) investigates best practices for helping teachers provide culturally relevant experiences for elementary children to participate in and engage with computational thinking (CT) integrated into science lessons.

Young children’s mathematics development underpins cognitive development, building brain architecture, fostering problem-solving, puzzling, and persevering, and strongly impacting and predicting future success in school – but systemic opportunity gaps have created unequal access to high-quality mathematics learning experiences, with differences in children’s math knowledge beginning before kindergarten entry.