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Creators/Authors contains: "Folger, Timothy D"

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  1. ; ; ; ; (, Proceedings for the 52nd Annual Meeting of the Research Council on Mathematics Learning)
    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. 
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    Free, publicly-accessible full text available March 8, 2026
  2. ; ; (, Educational Measurement: Issues and Practice)
    Abstract Validity is a fundamental consideration of test development and test evaluation. The purpose of this study is to define and reify three key aspects of validity and validation, namely test‐score interpretation, test‐score use, and the claims supporting interpretation and use. This study employed a Delphi methodology to explore how experts in validity and validation conceptualize test‐score interpretation, use, and claims. Definitions were developed through multiple iterations of data collection and analysis. By clarifying the language used when conducting validation, validation may be more accessible to a broader audience, including but not limited to test developers, test users, and test consumers. 
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  3. ; ; ; (, School Science and Mathematics)
    Abstract Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem‐solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards. This study used Rasch measurement techniques to support psychometric analysis of the Problem Solving Measures when used with PSTs. Results indicate the Problem Solving Measures are appropriate for use with PSTs, and PSTs' performance on the Problem Solving Measures differed between first‐year PSTs and end‐of‐program PSTs. Implications include program evaluation and the potential benefits of using K‐12 student‐level assessments as measures of PSTs' content knowledge. 
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