Integrating Multiple Sources of Evidence in Adopting a Formative Mathematics Assessment

• In Event: Assessments in STEM Education in the Public School Classroom

Abstract

Increasing demands on instructional time and use of student data to inform instruction requires being systematic in the adoption of assessments for use within a district- or school-wide assessment system. Sources of evidence to consider include not only the technical properties of the assessments in question (e.g., reliability, validity, diagnostic efficiency) but also the perspectives of the end-users of the assessments, classroom teachers. In this study we compare student performance on two formative mathematics assessments and their predictive utility and classification accuracy for a nationally-adopted summative mathematics assessment and explore the factors teachers consider when recommending a formative mathematics assessment for adoption within their building.

Authors

• Deni L. Basaraba, Bethel School District 52

• Pooja Shivraj, American Board of Obstetrics and Gynecology