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1. 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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2. Developing a problem-solving measure for grade 4.

   Bostic, J. (July 2019, Proceedings of the 43rd Meeting of the International Group for the Psychology of Mathematics Education)

   Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERA et al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4). The research question is: What validity evidence supports PSM4 administration? The PSM4 is one assessment within the previously published PSM series designed for elementary and middle grades students. Problems are grounded in Schoenfeld’s (2011) framework and rely upon Verschaffel et al. (1999) perspective that word problems be open, complex, and realistic. The mathematics in the problems is tied to USA grade-level content and practice standards (CCSSI, 2010). 

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3. COMPUTER ADAPTIVE MATHEMATICAL PROBLEM-SOLVING MEASURE: A BRIEF VALIDATION REPORT

   Bostic, Jonathan; May, Toni; Matney, Gabriel; Koskey, Kristin; Stone, Gregory; Folger, Timothy (March 2024, Research Council on Mathematics Learning)

   Kombe, Dennis; Wheeler, Ann (Ed.)

   The purpose of this proceeding is to share a component to a validity argument for a new, computer adaptive mathematics Problem-Solving Measure that is designed for grades six through eight (PSM 6-8). The PSM is a single test, which uses computer adaptive features to measure students’ performance using instructional standards. It is intended to measure students’ problem-solving performance related to instructional standards. 

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4. PSM5: Measuring Elementary Students’ Mathematical Problem Solving

   Bostic, J.D.; Matney, G.; May, T.; Stone, G.; Folger, T. (April 2022, Annual meeting program American Educational Research Association)

   Problem solving is central to mathematical work and is a core component of mathematical standards found in many instructional standards. As such, effective measures must be available to scholars and school personnel. Assessment is a key part of the teaching and learning process. Additionally, scholars need rigorous assessments with robust validity evidence to use results from those assessments as part of generalizable research. The focus of this paper is development of one problem solving measure for grade 5 (ages 10-12) students. It is a measure within the Problem-Solving Measure (PSM) series. Results from this study offer a quantitative instrument that can be used broadly. 

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5. Broadening the problem-solving measures: Moving online.

   Bostic, J. (November 2020, Proceedings of the Annual Meeting of the School Science & Mathematics Association)

   null (Ed.)

   Bostic and colleagues (2015, 2017) explored the validity evidence for a problem-solving measure (PSM) series when administered in a paper-and-pencil format. Any modifications to a measure or the way it is presented that might impact the score interpretations should be examined carefully. The purpose of this manuscript is to explore further development of the PSMs, specifically investigating an online version and fleshing out the validity argument needed to justify their use in online environments. 

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