PAGE TITLE
Problem-solving measures for mathematical assessment of students
PAGE SUMMARY
Education researchers at Drexel University and Bowling Green State University have developed a series of validated problem-solving classroom-based tests for grades six, seven, and eight. These measures reflect the complexity of assessing mathematical problem solving within the context of grade-level content standards and include problems from low to high difficulty in each of the main content areas for each grade level in math. Teachers are then able to use the results from these assessments to progress student learning and adapt lesson plans to better address gaps from classroom instruction. The problem-solving measures are advantageous because they provide a way to align scores both within a certain grade level as well as to assess year-to-year student growth.
APPLICATIONS
TITLE: Applications
Examine changes in students’ problem-solving performance throughout calendar year
Examine students’ growth across years by administering successive tests in problem-solving series
ADVANTAGES
TITLE:Advantages
Give teachers data about what and how students are learning from regular mathematics instruction
Address depth and focus of grade-level instructional standards, including Common Core State Standards for Mathematics
Vertically link tests across grades
Valid, reliable assessments useful across spectrum of student learners
IP STATUS
Intellectual Property and Development Status
Copyright filed
PUBLICATIONS
References
Bostic J.D. et al. PSM7 and PSM8: validating two problem-solving measures. Journal of Applied Measurement, 2017, 18(2), p. 151-162.
https://www.docphin.com/research/article-detail/19210929/PubMedID-28961151/PSM7-and-PSM8-Validating-Two-Problem-solving-Measures
Bostic J.D. and Sondergeld T.A. Validating and vertically equating problem-solving measures: classroom assessment in mathematics, 2018, p. 139-155.
https://link.springer.com/chapter/10.1007%2F978-3-319-73748-5_10
Bostic J.D. and Sondergeld T.A. Validating and vertically equating problem-solving measures. 13th International Congress on Mathematical Education, 2016.
Bostic J.D. and Sondergeld T.A. Development of vertically equated problem-solving measures. Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 2015, p. 395-398.
http://www.pmena.org/html/proceedings.html
Nielsen, M. & Bostic, J. Informing programmatic-level conversations on mathematics preservice teachers’ problem-solving performance and experiences. Mathematics Teacher Education and Development, 2019.
Contact Information:
Tanvi Muni
Licensing Manager
Drexel University
tm3439@drexel.edu