Applying a Validity Argument Framework to Learning Trajectories on Middle Grades Geometric Similarity Using Learning Science and Psychometric Lenses

Autor/in	Shah, Meetal Jaswant
Titel	Applying a Validity Argument Framework to Learning Trajectories on Middle Grades Geometric Similarity Using Learning Science and Psychometric Lenses
Quelle	(2018), (220 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-9911-6
Schlagwörter	Hochschulschrift; Dissertation; Grade 8; Middle School Students; Validity; Models; Mathematics Instruction; Science Instruction; Psychometrics; Learning Theories; Item Response Theory; Geometry + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gültigkeit; Analogiemodell; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Psychometry; Psychometrie; Learning theory; Lerntheorie; Item-Response-Theorie; Geometrie
Abstract	Significant attention is being paid to how assessments aligned to learning trajectories (LTs) can be used as a means to locate students' progress in learning big ideas in mathematics over time. Furthermore, data from LT-aligned assessments have been signaled as key to driving student-centered instruction on a day-to-day basis. For LTs and accompanying classroom assessments to become credible sources of evidence of student learning, it is vital for researchers to study the validity of assessments that claim to measure it. Until recently, validation studies of assessments have been conceptualized in the context of large-scale assessments. However, calls for research into conceptualizing validity in the context of classroom-based assessments tied to learning theories (e.g. learning trajectories) have been numerous. This research study is situated within the context of a larger project that studies the implementation and use of a LT-based digital learning system called "Math Mapper 6-8." It is a mixed-method study that reports on the conduct of a validation study of a learning trajectory for student reasoning about geometric similarity. Two years of field test data from across two districts were analyzed using an Item Response Theory model. Additionally, think-aloud interviews were conducted with 18 middle grades' students. A dual method of integrating qualitative learning science analyses with quantitative IRT analyses underscore the importance of adopting both lenses to study the validity of assessments that function in close proximity to instruction. In addition to contributing to the dialogue about validating classroom-based assessments, the study also finds important insights into 8th grade students' understanding of geometric similarity. These findings have implications for teachers and writers of standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01