Development of an assessment tool for mathematical reading, analytical thinking and mathematical writing

The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure

Measuring Stereotype Threat

Stereotype threat is a situational experience, in which individuals feel vulnerable to the possibility of being judged because of a negative stereotype associated to their social group. This experience leads to decline in performance, even among highly skilled individuals. The objective of this research is to provide researchers with a comprehensive theoretical framework of measuring stereotype threat and develop and validate the stereotype threat instrument. To date, no instrument has completely been able to explain the amount of stereotype threat experienced by individuals, placed in different situations and belonging to different social groups. In Chapter 1, we review past research on stereotype threat and discuss various influential moderators of stereotype threat. We identify gaps in the pre-existing measures and explore ways of operationalizing the stereotype threat construct. In Chapter 2, we establish the stereotype threat balance framework and define a new stereotype threat construct. We develop the stereotype threat instrument using the four building blocks approach. In Chapter 3, we measure stereotype threat experienced by transfer students studying in four-year universities across the nation. We collect evidence in support of using the proposed instrument as a valid metric for measuring stereotype threat. In Chapter 4, using differential item functioning, we investigate for any potential item bias in the stereotype threat instrument for the different racial groups in our sample. Once we establish no measurement bias, we analyze differences in outcomes for the five racial groups, Asians, Blacks, Latinos, Whites and Others (American Indians or Native Americans, Bi-racial, Pacific Islanders

Understanding Stereotype Threat

A black female student might not care about her "blackness" as much as her being a female. How do we understand which identities matter and which do not?We all have multiple social identities such as race, gender, sexual orientation, etc. Stereotypes about our groups affect us in different ways. Most of the studies measuring stereotype threat deal with one identity at a time. There is a need to move from this approach of using “differences in outcome between two groups” as a measure of stereotype threat to treating stereotype threat as a construct. Perhaps the construct is not well defined, there are problems with measures or the study is not well designed. In order to overcome the above, we propose understanding stereotype threat through multiple social identities. We seek to understand which social identities matter the most to high school students, and what are some of the positive and negative traits that they associate with these identities. What are the challenges they face because of these social identities? How does it affect their career choices and relationships

Longitudinal impact of interactive science activities: Developing, implementing, and validating a graphing integration inventory

Integrating sophisticated graphical analysis skills as they learn science is essential for K-12 students and emphasized in current standards. In this study, we iteratively designed a Graphing Integration Inventory (GII) over a three-year period, while also supporting students to develop their capabilities to use graphs to learn science content in complex ways through interactive curriculum materials implemented on a novel technology enhanced curriculum platform. We applied the Knowledge Integration framework to design the curriculum, the assessments, and the rubrics for scoring student explanations. The framework delineates ways to promote links among graphs and science ideas. The rubrics award students higher scores on their explanations based on the level of complexity of their connections between science concepts and, in this research, graphs. The GII and the aligned curriculum were implemented by over 300 middle school students (Grades 6–8) across a 3-year period. We investigated the impact of the designed curriculum on the integration of graphing and science while also studying the psychometric properties of the GII to validate it for use in future studies. Findings suggest both that the curriculum used to support these students improved their Knowledge Integration capabilities significantly and that the GII instrument is suitable for use with populations across gender and native English language status demographics in Grades 6–8. Implications are discussed around using graphs to learn complex science ideas, as well as the affordances of technology enhanced platforms to support this type of learning and assessment

Seeking a Better Balance Between Efficiency and Interpretability: Comparing the Likert Response Format With the Guttman Response Format

The Likert item response format for items is almost ubiquitous in the social sciences and has particular virtues regarding the relative simplicity of item-generation and the efficiency for coding responses. However, in this article, we critique this very common item format, focusing on its affordance for interpretation in terms of internal structure validity evidence. We suggest an alternative, the Guttman response format, which we see as providing a better approach for gathering and interpreting internal structure validity evidence. Using a specific survey-based example, we illustrate how items in this alternative format can be developed, exemplify how such items operate, and explore some comparisons between the results from using the two formats. In conclusion, we recommend usage of the Guttman response format for improving the interpretability of the resulting outcomes. Finally, we also note how this approach may be used in tandem with items that use the Likert response format to help balance efficiency with interpretability. (PsycInfo Database Record (c) 2022 APA, all rights reserved)