Resources from VM²ED Project Leadership

Books:

Bostic, J., Krupa, E., & Shih, J. (2019). Assessment in mathematics education contexts : Theoretical frameworks and new directions. New York, NY: Routledge.

Bostic, J., Krupa, E., & Shih, J. (2019). Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.

Gerber, D., Lavery, M., Bostic, J. (in press). Making valid instructional decisions: Teaching educators to consider validity evidence. In S. L. Nichols & D. Varier (Eds.), Teaching on Assessment. Charlotte, NC: Information Age Publishers.

Journal articles:

Bostic, J. (2021). Think alouds: Informing scholarship and broadening partnerships through assessment. Applied Measurement in Education. DOI: 10.1080.08957347.2020.1835913

Bostic, J. D., Krupa, E., Carney, M., & Shih, J. (2019). Reflecting on the Past and Looking Ahead at Opportunities in Quantitative Measurement of K-12 Students’ Content Knowledge. In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives. New York, N.Y.: Routledge.

Bostic, J. D., Krupa, E., & Shih, J. (2019). Introduction: Aims and Scope for Assessments in Mathematics Education Contexts: Theoretical Frameworks and New Directions. In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions. New York, N.Y.: Routledge.

Bostic, J., Lesseig, K., Sherman, M., & Boston, M. (2021). Classroom observation and mathematics education research. Journal of Mathematics Teacher Education, 24, 5-31. https://doi.org/10.1007/s10857-019-09445-0.

Bostic, J., Sondergeld, T, Matney, G., Stone, G., & Hicks, T. (2021). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education. DOI: 10.1080.08957347.2020.1835913

Carney, M. B., Brendefur, J. L., Hughes, G. R., & Thiede, K. (2015). Developing a mathematics instructional practice survey: Considerations and evidence. Mathematics Teacher Educator, 4, 1-26.

Carney, M. B., Cavey, L., & Hughes, G. (2017). Assessing teacher attentiveness to student mathematical thinking: validity claims and evidence. The Elementary School Journal, 118(2), 281-309.

Carney, M., Crawford, A., Siebert, C., Osguthorpe, R. D., & Thiede, K. W. (2019). Comparison of two approaches to interpretive use arguments. Applied Measurement in Education, 32(1), 10-22.

Krupa, E., Bostic, J. D., & Shih, J. (2019). Validation in Mathematics Education: An Introduction to Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives. In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Quantitative Measures of Mathematical Knowledge: Researching Instruments and Perspectives. New York, N.Y.: Routledge.

Krupa, E.E., Carney, M., Bostic, J. (2019). Argument-Based Validation in Practice: Examples from Mathematics Education. Applied Measurement in Education.

Kruse, L., Sondergeld, T. A., Bostic, J., Waddell, E., Ibarrola Recalde, G., & Stone, G. (2020). Evaluating the impact of the common core for achievement middle grades mathematical proficiency program. Pennsylvania Education Leadership Journal, 39(2), 5-33.

Lavery, M. R., Bostic, J., Kruse, L., Krupa, E., & Carney, M. (2020). Argumentation surrounding argument-based validation: A systematic review of validation methodology in peer-reviewed articles. Educational Measurement: Issues and Practice, 39(4), 116-130.

Lavery, M., Jong, C., Krupa, E., & Bostic, J. (2019). Developing an Assessment with Validity in Mind. In J. B. Bostic, E. E. Krupa, & J. Shih (Eds.), Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions. New York, N.Y.: Routledge.

Mo, Y., Carney, M., Cavey, L., & Totorica, T. (2021). Using Think-Alouds for Response Process Evidence of Teacher Attentiveness. Applied Measurement in Education, 34(1), 10-26.

Podcasts:

Jonathan Bostic – Math Ed Measures and Validity by Math Ed Podcast

Grants:

Krupa, E. E. & Bostic, J.

NSF DRL #1920619 and NSF DRL #1644314 Collaborative Research: Validity Evidence for Measurement in Mathematics Education (V-M2ED)

Conference Proceedings:

Shih, J., Bostic, J., Carney, M., & Krupa, E. (2017). Exploring and examining quantitative measures (Working Group). In E. Galindo & J. Newton (Eds.), Proceedings for the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1516-1523). Indianapolis, IN.

Bostic, J., Carney, M., Krupa, E., & Shih, J. (2016, October). Exploring and examining quantitative measures. In M. Wood, E. Turner, M. Civil, & J. Eli (Eds.), Proceedings for the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1641-1647). Tuscon, AZ.

Lavery, M., Carney, M., Bostic, J., Shih, J., Krupa, E., Wilson, M., & Kruse, L. (2018, April). Examining the arguments surrounding the argument-based approach to validation: A systematic review of validation methodology. Proceedings of the 2018 Annual Meeting of the American Educational Research Association. New York, NY.