Evaluating the Cognitive, Psychometric, and Instructional Affordances of Curriculum-Embedded Assessments: A Comprehensive Validity-Based Approach

Principal Investigator: 
Project Overview
Background & Purpose: 

The overarching goal of this project is to evaluate the assessment components embedded within two NSF-supported mathematics curricula: Everyday Mathematics and Math Trailblazers. We will do so by applying a comprehensive validity perspective that integrates a variety of empirical evidence regarding the cognitive, psychometric, and instructional affordances of multiple assessments embedded in these curricula as part of their overall instructional design.


Teachers and students who are using either the Math Trailblazers or Everyday Mathematics curricula. Approximately 20-40 4th grade classrooms using each curriculum are participating in the study.

Research Design: 

This is a cross-sectional study designed to generate descriptive [case study, observational], associative [interpretive commentary], and causal [statistical modeling] evidence. Original data are collected through: diaries, journals or records kept by students; school records or policy documents; observation [videography, web logs] and survey research [self-completed questionnaire, structured interviewer administered questionnaire].

The methods used in this project range from: qualitative analyses of observational, verbal protocol and interview data to advanced psychometric modeling of item responses on assessments to multi-level hierarchical analyses.


This project has not yet generated findings.

Publications & Presentations: 

There are no project publications at this time.