Abstract
In this chapter, we introduce the reader to the importance of measurement validity and the challenges involved in developing the FIRSTMATH knowledge assessments and questionnaires for beginning primary and secondary teachers and their pupils. There are three main challenges: collecting validity evidence and documenting the entire validation process; providing evidence of measurement invariance which is of particular importance given the international comparative nature of the intended inferences; and the development of scales that are appropriate, meaningful, and useful. Evidence is presented regarding how the FIRSTMATH researchers responded to each challenge, the psychometric properties of the FIRSTMATH assessments, and the procedures used to improve these instruments to measure well across countries.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
AERA, APA, & NCME. (2014). Standards for educational and psychological testing. Washington, DC: AERA.
Albano, A. D., & Rodriguez, M. C. (2013). Examining differential math performance by gender and opportunity to learn. Educational and Psychological Measurement, 73(5), 836–856.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford.
Kane, M. (2013). The argument-based approach to validation. School Psychology Review, 42(4), 448–457.
Linacre, J. M. (2012). Winsteps (Version 3.7) [Computer software]. Beaverton, OR: Winsteps.com.
Muthén, L. K., & Muthén, B. O. (2012). Mplus. (Version 7). [Software program]. https://www.statmodel.com/
Reckase, M. D. (2010). NCME 2009 presidential address: “What I think I know”. Educational Measurement: Issues and Practice, 29, 3–7.
Tatto, M. T. (Ed.). (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Technical report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Lawrence Erlbaum.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Tatto, M.T., Rodriguez, M.C., Reckase, M.D., Smith, W.M., Bankov, K., Pippin, J. (2020). A Validity Framework for the Design of Comparative International Research in Mathematics Education. In: The First Five Years of Teaching Mathematics (FIRSTMATH). Springer, Cham. https://doi.org/10.1007/978-3-030-44047-3_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-44047-3_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-44046-6
Online ISBN: 978-3-030-44047-3
eBook Packages: EducationEducation (R0)