Borrowing Theory From Engineering: Applying Empathic Design Principles to Mathematics Assessment Development

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Assessment Design: Diverse Principles, Benchmark Evaluations, and Validation Insights (Table 25)

Abstract

The purpose of this proposal is to describe empathic principles being applied to mathematics assessment development and validation. Empathic principles have been used in engineering as part of product development but have not become part of broader assessment development literature. This study focuses on empathic principles and incorporates them into an assessment development process. We provide an example of developing a mathematics formative assessment for grades 6-8 students using a design-science based research process that addresses empathic principles. An implication from this study is guidance for assessment developers about incorporating empathic principles into their assessment development. Such a process may assist developers to more effectively understand users’ experiences with assessments, and ultimately meet users’ needs.

Authors

• Jonathan D. Bostic, Bowling Green State University

• Timothy D. Folger, Binghamton University - SUNY

• Toni A. May, Binghamton University - SUNY

• Kristin L.K. Koskey, Drexel University

• Gabriel Matney, Bowling Green State University

• Gregory E. Stone, University of Toledo