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ERIC Number: EJ1178797
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2156-1400
What Form of Mathematics Are Assessments Assessing? The Case of Multiplication and Division in Fourth Grade NAEP Items
Kosko Karl W.; Singh, Rashmi
Journal of Mathematics Education at Teachers College, v9 n1 p1-8 Spr 2018
Multiplicative reasoning is a key concept in elementary school mathematics. Item statistics reported by the National Assessment of Educational Progress (NAEP) assessment provide the best current indicator for how well elementary students across the U.S. understand this, and other concepts. However, beyond expert reviews and statistical analysis, there is relatively little evidence on the validity of NAEP items for assessing mathematical reasoning. The present study examined the convergent validity of several public-release fourth grade NAEP multiplication items. Findings indicate that most items assessed lack sufficient validity for examining children's underlying conceptual knowledge. Rather, NAEP items may be less appropriate for assessing conceptual understanding and more appropriate for assessing procedural recall. Recommendations and implications are discussed.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress