Problem solving is central to mathematics learning (NCTM, 2014). Assessments are needed that appropriately measure students’ problem-solving performance. More importantly, assessments must be grounded in robust validity evidence that justifies their interpretations and outcomes (AERAet al., 2014). Thus, measures that are grounded in validity evidence are warranted for use by practitioners and scholars. The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4). The research question is: What validity evidence supports PSM4 administration? The PSM4 is one assessment within the previously published PSM series designed for elementary and middle grades students. Problems are grounded in Schoenfeld’s (2011) framework and rely upon the perspective of Verschaffel et al. (1999) that word problems be open, complex, and realistic. The mathematics in the problems is tied to USA grade-level content and practice standards (CCSSI, 2010).
Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2019, July). Developing a problem-solving measure for grade 4. In Editors (Eds.), Proceedings of the 43rd Meeting of the International Group for the Psychology of Mathematics Education. Pretoria, South Africa.