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This study explored how mathematics problem-solving constructed-response tests compared in terms of item psychometrics when administered to eighth grade students in two different static formats: paper-pencil and computer-based. Quantitative results indicated similarly across all psychometric indices for the overall tests and at the item-level. 

Abstract This study describes preservice teachers' beliefs about teaching mathematics for social justice (TMSJ) after experiencing a two‐part professional development (PD) workshop on the subject. The research question is: To what degree does a PD experience, designed by a preservice teacher, influence preservice teachers' beliefs about TMSJ? The lead author is a preservice teacher who designed and enacted two workshops for education majors at Midwest University. Results indicated that preservice teachers' beliefs were statistically significantly different, with their beliefs trending toward “more strongly agree” about TMSJ after the two‐part PD. There was also less variance in their responses to the survey after the PD compared to before it. This research offers (a) a narrative of preservice teacher‐driven PD and (b) a rich description of a PD for preservice teachers, thus adding to prior literature about in‐service teachers' outcomes. 

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning. 

Abstract Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle‐grades problem‐solving assessment called the problem solving measure for grade six (PSM6). After being scored both ways, Rasch dichotomous and partial credit analyses indicated similarly strong psychometric findings across models. Student outcome measures on the PSM6, scored both dichotomously and with partial credit, demonstrated strong, positive, significant correlation. Similar demographic patterns were noted regardless of scoring method. Both scoring methods produced similar results, suggesting that either would be appropriate to use with the PSM6.