Evaluating the Cognitive, Psychometric, and Instructional Affordances of Curriculum-Embedded Assessments: A Comprehensive Validity-Based Approach

Principal Investigator: 
Project Overview
Background & Purpose: 

The overarching goal of this project is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. We will do so by applying a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.

Setting: 

Teachers and students who are using either the Math Trailblazers or Everyday Mathematics curricula. Approximately 20-40 4th grade classrooms using each curriculum are participating in the study.

Research Design: 

This is a cross-sectional study designed to generate descriptive [case study, observational], associative [interpretive commentary], and causal [statistical modeling] evidence. Original data are collected through: diaries, journals or records kept by students; school records or policy documents; observation [videography, web logs] and survey research [self-completed questionnaire, structured interviewer administered questionnaire].

The methods used in this project range from: qualitative analyses of observational, verbal protocol and interview data to advanced psychometric modeling of item responses on assessments to multi-level hierarchical analyses.
 

Findings: 

This project has not yet generated findings.

Publications & Presentations: 

There are no project publications at this time.