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Assessment continues to be an important conversation point within Science, Technology, Engineering, and Mathematics (STEM) education scholarship and practice (Krupa et al., 2019; National Research Council, 2001). There are guidelines for developing and evaluating assess- ments (e.g., AERA et al., 2014; Carney et al., 2022; Lavery et al., 2019; Wilson & Wilmot, 2019). There are also Standards for Educational & Psychological Testing (Standards; AERA et al., 2014) that discuss important rele- vant frameworks and information about using assessment results and interpretations. Quantitative assessments are used as part of daily STEM instruction, STEM research, and STEM evaluation; therefore, having robust assess- ments is necessary (National Research Council, 2001). An aim of this editorial is to give readers a few relevant ideas about modern assessment research, some guidance for the use of quantitative assessments, and framing validation and assessment research as equity-forward work. 

Recent calls to action focus on using educational tools that promote mathematics learning through evidence-based and equity-forward practices (NCTM, 2018). These practices may be derived from scholarship that examines factors related to mathematics teaching and learning using quantitative measures. A purpose of this presentation is to highlight areas of strength and opportunity related to the use of quantitative measures in scholarship examining K-12 mathematics settings. One outcome from this research-in progress is that scholars may become more aware of quantitative assessments for use in their research. A second outcome from this research is to foster conversations among colleagues around collaborative scholarship as well as areas for growth within mathematics education assessment. As a result, scholars may be better equipped to engage in quantitative research within mathematics contexts. Recognizing what is available and relevant to a desired area of study has potential to address contexts connected to topics described in Catalyzing Change (NCTM, 2018, 2020, 2020). That is, scholars cannot quantitatively measure constructs described in Catalyzing Change until it is known what measures are available and what they assess. This research-in progress aims to engage researchers in ongoing research and promote discussions across attendees. 

The Universal Screeners for Number Sense (USNS) measure the construct of number sense, which has been characterized in numerous ways over the last 50 years. A purpose of this study is to provide validity evidence regarding the USNS assessments, which may support scholarship on numeracy and practical work in K-12 schools. Findings indicate that the USNS assessments may be used confidently to measure students’ growth in number sense. 

The paper reports on the developments of a repository of quantitative assessments used in mathematics education contexts. This repository centralizes assessments and the associated validity evidence. The repository is public and freely available and has potential to inform future quantitative mathematics education scholarship.