Meetal Shah

Confrey, J., & Shah, M. (2021). Examining instructional change at scale using data from diagnostic assessments built on learning trajectories. ZDM-MATHEMATICS EDUCATION, 53(6), 1265–1283. https://doi.org/10.1007/s11858-021-01259-w

Confrey, J., Shah, M., & Toutkoushian, E. (2021). Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone. FRONTIERS IN EDUCATION, 6. https://doi.org/10.3389/feduc.2021.654353

Confrey, J., Toutkoushian, E., & Shah, M. (2020). Working at scale to initiate ongoing validation of learning trajectory-based classroom assessments for middle grade mathematics. JOURNAL OF MATHEMATICAL BEHAVIOR, 60. https://doi.org/10.1016/j.jmathb.2020.100818

Confrey, J., Toutkoushian, E., & Shah, M. (2019). A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics. APPLIED MEASUREMENT IN EDUCATION, 32(1), 23–42. https://doi.org/10.1080/08957347.2018.1544135

Confrey, J., Maloney, A. P., Belcher, M., McGowan, W., Hennessey, M., & Shah, M. (2018). The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS). INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 92, 158–172. https://doi.org/10.1016/j.ijer.2018.09.017

Confrey, J., Gianopulos, G., McGowan, W., Shah, M., & Belcher, M. (2017). Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories. ZDM-MATHEMATICS EDUCATION, 49(5), 717–734. https://doi.org/10.1007/s11858-017-0869-1