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1. Changing populations: Using the PSMs with teachers.

   Bostic, J.; Folger, T.; Matney, G.; May, T.; Koskey, K.; Stone, G. (October 2022, Psychology of Mathematics Education North America)

   Lischka, A; Dyer, E.; Jones, E.; Lovett, J.; Strayer, J.; Drown, S. (Ed.)

   Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 

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2. Changing populations: Using the PSMs with teachers

   Bostic, J. (October 2022, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   A. Lischka, E. Dyer (Ed.)

   Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 

   more » « less
3. Changing populations: Using the PSMs with teachers.

   Bostic, J.; Folger, T.; Matney, G.; May, T.; Koskey, K.; Stone, G. (October 2022, Psychology of Mathematics Education North America)

   Lischka, A.; Dyer, E.; Jones, R.; Lovett, J.; Strayer, J.; Drown, S. (Ed.)

   Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 

   more » « less
4. Changing populations: Using the PSMs with teachers.

   Bostic, J.; Folger, T.; Matney, G.; May, T.; Koskey, K.; Stone, G (October 2022, .), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lischka, A; Dyer, E.; Lovett, J. Strayer; Drown, S. (Ed.)

   Using a test for a purpose it was not intended for can promote misleading results and interpretations, potentially leading to negative consequences from testing (AERA et al., 2014). For example, a mathematics test designed for use with grade 7 students is likely inappropriate for use with grade 3 students. There may be cases when a test can be used with a population related to the intended one; however, validity evidence and claims must be examined. We explored the use of student measures with preservice teachers (PSTs) in a teacher-education context. The present study intends to spark a discussion about using some student measures with teachers. The Problem-solving Measures (PSMs) were developed for use with grades 3-8 students. They measure students’ problem-solving performance within the context of the Common Core State Standards for Mathematics (CCSSI, 2010; see Bostic & Sondergeld, 2015; Bostic et al., 2017; Bostic et al., 2021). After their construction, the developers wondered: If students were expected to engage successfully on the PSMs, then might future grades 3-8 teachers also demonstrate proficiency? 

   more » « less
5. Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)

   Bostic, J. (January 2018, Proceedings for the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Instrument development should adhere to the Standards (AERA et al., 2014). “Content oriented evidence of validation is at the heart of the [validation] process” (AERA et al., 2014, p.15) and is one of the five sources of validity evidence. The research question for this study is: What is the evidence related to test content for the three instruments called the PSM3, PSM4, and PSM5? The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development. We have previously published validity evidence for problem-solving measures (PSM6, PSM7, and PSM8) that address middle grades math standards (see Bostic & Sondergeld, 2015; Bostic, Sondergeld, Folger, & Kruse, 2017). 

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