Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone
This study reports how a validation argument for a learning trajectory (LT) is constituted from test design, empirical recovery, and data use through a collaborative process, described as a “trading zone” among learning scientists, psychometricians, and practitioners. The validation argument is tied...
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2021-08-01
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Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.654353/full |
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doaj-006fd62ba4274c6eb000cacfe1a703b42021-08-27T22:49:48ZengFrontiers Media S.A.Frontiers in Education2504-284X2021-08-01610.3389/feduc.2021.654353654353Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading ZoneJere Confrey0Meetal Shah1Emily Toutkoushian2Department of STEM Education, North Carolina State University, Raleigh, NC, United StatesThe Math Door, Raleigh, NC, United StatesThe Math Door, Raleigh, NC, United StatesThis study reports how a validation argument for a learning trajectory (LT) is constituted from test design, empirical recovery, and data use through a collaborative process, described as a “trading zone” among learning scientists, psychometricians, and practitioners. The validation argument is tied to a learning theory about learning trajectories and a framework (LT-based data-driven decision-making, or LT-DDDM) to guide instructional modifications. A validation study was conducted on a middle school LT on “Relations and Functions” using a Rasch model and stepwise regression. Of five potentially non-conforming items, three were adjusted, one retained to collect more data, and one was flagged as a discussion item. One LT level description was revised. A linear logistic test model (LLTM) revealed that LT level and item type explained substantial variance in item difficulty. Using the LT-DDDM framework, a hypothesized teacher analysis of a class report led to three conjectures for interventions, demonstrating the LT assessment’s potential to inform instructional decision-making.https://www.frontiersin.org/articles/10.3389/feduc.2021.654353/fullvalidationlearning trajectoriesdiagnosticmathematicsmiddle gradesformative assessment |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Jere Confrey Meetal Shah Emily Toutkoushian |
spellingShingle |
Jere Confrey Meetal Shah Emily Toutkoushian Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone Frontiers in Education validation learning trajectories diagnostic mathematics middle grades formative assessment |
author_facet |
Jere Confrey Meetal Shah Emily Toutkoushian |
author_sort |
Jere Confrey |
title |
Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone |
title_short |
Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone |
title_full |
Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone |
title_fullStr |
Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone |
title_full_unstemmed |
Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone |
title_sort |
validation of a learning trajectory-based diagnostic mathematics assessment system as a trading zone |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Education |
issn |
2504-284X |
publishDate |
2021-08-01 |
description |
This study reports how a validation argument for a learning trajectory (LT) is constituted from test design, empirical recovery, and data use through a collaborative process, described as a “trading zone” among learning scientists, psychometricians, and practitioners. The validation argument is tied to a learning theory about learning trajectories and a framework (LT-based data-driven decision-making, or LT-DDDM) to guide instructional modifications. A validation study was conducted on a middle school LT on “Relations and Functions” using a Rasch model and stepwise regression. Of five potentially non-conforming items, three were adjusted, one retained to collect more data, and one was flagged as a discussion item. One LT level description was revised. A linear logistic test model (LLTM) revealed that LT level and item type explained substantial variance in item difficulty. Using the LT-DDDM framework, a hypothesized teacher analysis of a class report led to three conjectures for interventions, demonstrating the LT assessment’s potential to inform instructional decision-making. |
topic |
validation learning trajectories diagnostic mathematics middle grades formative assessment |
url |
https://www.frontiersin.org/articles/10.3389/feduc.2021.654353/full |
work_keys_str_mv |
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