This project builds upon the prior work by creating problem-solving measures for grades 3-5. The elementary assessments will be connected to the middle-grades assessments and will be available for use by school districts, researchers, and other education professionals seeking to effectively measure children's problem solving. The aims of the project are to (a) create three new mathematical problem-solving assessments and gather validity evidence for their use, (b) link the problem-solving measures (PSMs) with prior problem-solving measures (i.e., PSM6, PSM7, and PSM8), and (c) develop a meaningful reporting system for the PSMs.
- Bostic, J., Krupa, E., & Shih, J. (2019). Assessment in mathematics education contexts: Theoretical frameworks and new directions. New York, NY: Routledge.*
- Bostic, J., Krupa, E., & Shih, J. (2019). Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.*
- Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2020, April). Validation as design-based research: Implications for practice and theory. Paper presented at annual meeting of the annual meeting of the American Education Research Association. San Francisco, CA.*
- Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2019, July). Developing a problem-solving measure for grade 4. In Editors (Eds.), Proceedings of the 43rd Meeting of the International Group for the Psychology of Mathematics Education. Pretoria, South Africa.*