Evaluating the Validity of Assessments Embedded in Standards-Driven Elementary Mathematics Curricula

• In Event: Poster Session 10
  In Poster Session: Posters in Mathematics Teaching and Learning

Abstract

Research about assessment validity has largely focused on the context of large-scale assessments. The present study uses an adaptation of classical validity perspectives of Messick (1989) and more recent conceptualizations by Kane (2006) to focus on the cognitive, instructional and inferential aspects of validity of classroom assessments (DiBello & Pellegrino, 2005). This study provides an example by examining aspects of validity for curriculum embedded assessments. We describe a mixed methods study of two complementary sources of data on an Everyday Mathematics (EM) activity involving function tables. The results demonstrate that assessment outcomes produce an indication of student attainment of curricular goals and can inform instructional decisions and actions to ultimately improve student learning. Theoretical and instructional implications will be discussed.

Authors

• Louis V. DiBello, University of Illinois at Chicago

• Deena Soffer Goldstein, University of Illinois at Chicago

• Reality S. Canty, University of Illinois at Chicago

• Catherine Kaduk, University of Illinois at Chicago