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Creators/Authors contains: "Folger, Timothy"

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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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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings of the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, Karl W; Caniglia, Joanne; Courtney, Scott A; Zolfaghari, Maryam; Morris, Grace A (Ed.)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; ; ; ; (, Proceedings of the 46th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, Karl W; Caniglia, Joanne; Courtney, Scott A; Zolfaghari, Maryam; Morris, Grace A (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; (, 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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    Accepted Manuscript Full Text Available
  5. ; ; (, Educational Measurement: Issues and Practice)
    Cui, Z (Ed.)
    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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    Full Text Available 
  6. ; ; ; ; ; (, PMENA)
    Lamberg, Teruni; Moss, Diana (Ed.)
    Depth-of-knowledge (DOK) is a means to communicate the cognitive demand of tasks and is often used to categorize assessment items. Webb’s (2002) framework has been applied across content areas. The aim of this two-phase iterative study was to modify Webb’s DOK framework for word problems. Through work with school partners, this iterative design-research based study provides supportive evidence for a modified DOK framework reflecting levels of complexity in word problems. The resulting modified DOK framework presents an opportunity for mathematics educators to reflect on various aspects of cognitive complexity. 
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    Accepted Manuscript Full Text Available
  7. ; ; ; (, School Science and Mathematics)
    Full Text Available 
  8. ; ; ; ; ; (, Mathematics Teacher: Learning and Teaching PK-12)
    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. 
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    Full Text Available