@article{confrey_shah_toutkoushian_2021, title={Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone}, volume={6}, ISSN={["2504-284X"]}, DOI={10.3389/feduc.2021.654353}, abstractNote={This study reports how a validation argument for a learning trajectory (LT) is constituted from test design, empirical recovery, and data use through a collaborative process, described as a “trading zone” among learning scientists, psychometricians, and practitioners. The validation argument is tied to a learning theory about learning trajectories and a framework (LT-based data-driven decision-making, or LT-DDDM) to guide instructional modifications. A validation study was conducted on a middle school LT on “Relations and Functions” using a Rasch model and stepwise regression. Of five potentially non-conforming items, three were adjusted, one retained to collect more data, and one was flagged as a discussion item. One LT level description was revised. A linear logistic test model (LLTM) revealed that LT level and item type explained substantial variance in item difficulty. Using the LT-DDDM framework, a hypothesized teacher analysis of a class report led to three conjectures for interventions, demonstrating the LT assessment’s potential to inform instructional decision-making.}, journal={FRONTIERS IN EDUCATION}, author={Confrey, Jere and Shah, Meetal and Toutkoushian, Emily}, year={2021}, month={Aug} }
 @article{confrey_toutkoushian_shah_2020, title={Working at scale to initiate ongoing validation of learning trajectory-based classroom assessments for middle grade mathematics}, volume={60}, ISSN={["1873-8028"]}, DOI={10.1016/j.jmathb.2020.100818}, abstractNote={The paper reports on the design and validation argument for classroom assessments within a digital diagnostic assessment system built on learning trajectories (LTs). It consists of a learning map of nine big ideas, 25 relational learning clusters, and 62 LTs for grades 6−8 mathematics. Students take cluster assessments, and teachers use the data to adapt instruction. An ongoing validation process is presented with data for an algebra cluster. Validation among practitioners, learning scientists, and psychometricians is conceptualized as examining and adjusting inter-level, intra-level, and construct-irrelevant variation in measures of item difficulty and deploying item response theory modeling followed by sequential regressions. Using data from 37,000 assessments collected over three years at 3 middle schools, 167 potentially non-conforming items of the 676 calibrated items (24 %) were identified and revised. The paper discusses how the trajectories and map were refined through a combination of data analysis and feedback from practitioners.}, journal={JOURNAL OF MATHEMATICAL BEHAVIOR}, author={Confrey, Jere and Toutkoushian, Emily and Shah, Meetal}, year={2020}, month={Dec} }
 @article{confrey_toutkoushian_shah_2019, title={A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics}, volume={32}, DOI={10.1080/08957347.2018.1544135}, abstractNote={ABSTRACT Fully articulating validation arguments in the context of classroom assessment requires connecting evidence from multiple sources and addressing multiple types of validity in a coherent chain of reasoning. This type of validation argument is particularly complex for assessments that function in close proximity to instruction, address the fine granularity of learning trajectories (LTs), have multiple stakeholders, and are delivered digitally with a quick turn-around for formative assessment purposes. This article describes a validation framework for classroom assessment and uses it to illustrate a validation argument addressing one of several purposes for the assessments, the use of class-level data by individual teachers. The argument concerns the use of a middle-grades digital learning system, Math-Mapper 6–8, which contains LT-based diagnostic assessments. The argument is structured as a set of six claims that examine the assessment structure, the identification and treatment of non-conforming items, the analysis of student data, and the analysis of teachers’ interpretations of data. The article stresses the critical role of scrutiny and debate among learning scientists, psychometricians, and practitioners in the validation process.}, number={1}, journal={APPLIED MEASUREMENT IN EDUCATION}, author={Confrey, Jere and Toutkoushian, Emily and Shah, Meetal}, year={2019}, pages={23–42} }
 @article{cizek_kosh_toutkoushian_2018, title={Gathering and Evaluating Validity Evidence: The Generalized Assessment Alignment Tool}, volume={55}, ISSN={["1745-3984"]}, DOI={10.1111/jedm.12189}, abstractNote={AbstractAlignment is an essential piece of validity evidence for both educational (K‐12) and credentialing (licensure and certification) assessments. In this article, a comprehensive review of commonly used contemporary alignment procedures is provided; some key weaknesses in current alignment approaches are identified; principles for evaluating alignment methods are distilled; and a new approach to investigating alignment is proposed and illustrated. The article concludes with suggestions for alignment research and practice.}, number={4}, journal={JOURNAL OF EDUCATIONAL MEASUREMENT}, author={Cizek, Gregory J. and Kosh, Audra E. and Toutkoushian, Emily K.}, year={2018}, month={Dec}, pages={477–512} }