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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. Three steps forward: Validity evidence for the PSM

   Bostic, J.; Sondergeld, T.; Matney, G.; Stone, G. (October 2021, Psychology of Mathematics Education North America)

   Olanoff, D; Johnson, K.; Spitzer, S (Ed.)

   This paper’s purpose is to discuss validity evidence related to a third-grade problem-solving measure (PSM3). PSM3 is connected to a series of tests designed to measure students’ problem- solving performance aligned with the Common Core State Standards for Mathematics. Multiple validity sources are drawn together to support the PSM3’s interpretations and uses. 

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