Examining the Validity Argument of A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching: An Argument-Based Approach. (3rd April 2021)

• Record Type: Journal Article
• Authors: Rino, Joseph; Bahr, Damon L.; Larsen, Ross A. A.; Sudweeks, Richard R; Robinson, Jared; Everson, Kimberlee; Monroe, Eula Ewing
• Is Part Of: Investigations in mathematics learning. Volume 13:Number 2(2021)
• Page Start: 91
• Page End: 106
• Publication Date: 2021-04-03
• Subjects: Psychometric analysis -- standards-based practices -- instrument validation -- reform-based practices; Mathematics -- Study and teaching -- Periodicals; 510.71
• DOI: 10.1080/19477503.2020.1846967
• Languages: English
• ISSNs: 1947-7503

Abstract

ABSTRACT: In this paper the authors review the validity claims of a survey published in 2003, A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching . Though the original survey received widespread attention and use, little formal review had been performed beyond the original estimates of reliability and validity. A content analysis was performed as well as exploratory and confirmatory factor analyses in order to understand the continued validity of the interpretations and uses of the instrument results. Although the content the survey measures aligns with contemporary conceptualizations of high-quality teaching practices and was originally published with a reliability estimate and evidence of its overall validity, its use should be modified to some degree in order to align with the further validity analyses described in this paper.