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A Validity Framework for the Design of Comparative International Research in Mathematics Education

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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.

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Copyright information

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Mary Lou Fulton Teachers CollegeArizona State UniversityTempeUSA
  2. 2.Educational PsychologyUniversity of MinnesotaMinneapolisUSA
  3. 3.College of EducationMichigan State UniversityEast LansingUSA
  4. 4.Center for Science, Mathematics & Computer EducationUniversity of Nebraska-LincolnLincolnUSA
  5. 5.Faculty of Mathematics and Informatics, the University of SofiaInstitute of Mathematics and Informatics, Bulgarian Academy of SciencesSofiaBulgaria
  6. 6.Oakland Community CollegeEast LansingUSA

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