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Design and Development of International Mathematics Assessments for Teachers and Pupils

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Abstract

Developing assessments of knowledge for international and comparative studies is a challenging task. There are differences across countries regarding when and with what emphasis content topics are covered; even a subject matter area as well defined as mathematics shows substantial variation in timing, coverage, and emphasis of mathematical content, thus deciding what should be included on an assessment is not straightforward. In this chapter, we describe the frameworks for the development of the FIRSTMATH assessments for beginning teachers and their pupils and the challenges in developing versions of various instruments that demonstrate evidence of validity and reliability across multiple national and linguistic contexts

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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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