Outline Numeracy Proxies and Practices: Studies in Approximations of the "Real" I. Context of the work II. Guiding literature A. Social practices B. Assessment validity III. The study IV. Findings and implications Luke Tunstall V. Questions and discussion Michigan State University National Numeracy Network Conference October 13, 2018 Outline Outline Before we begin, privately reflect on how you’ve used numbers or I. Context of the work I. Context of the work mathematics—both broadly II. Guiding literature II. Guiding literature construed—in any aspect of your A. Social practices A. Social practices life this past week. B. Assessment validity B. Assessment validity III. The study III. The study IV. Findings and implications IV. Findings and implications V. Questions and discussion V. Questions and discussion Outline Before we begin, privately reflect on how you’ve used numbers or I. Context of the work mathematics—both broadly II. Guiding literature construed—in any aspect of your A. Social practices life this past week. B. Assessment validity III. The study With that reflection in mind, to what IV. Findings and implications extent is it feasible or meaningful to V. Questions and discussion measure that behavior?
Guiding literature Guiding literature Numeracy is often viewed as the ability to work with numbers in one’s daily life.... but Vestibul Vestibul Numeracy; “daily life” is always relative to some person or um um “everyday math” community congue congue Vestib Vestib Vestib Vestib Literacy and social Educational ulum ulum ulum ulum practices measurement congue congue congue congue Guiding literature Guiding literature Numeracy is often viewed as the ability to Numeracy is often viewed as the ability to work with numbers in one’s daily life.... but work with numbers in one’s daily life.... but “daily life” is always relative to some person or “daily life” is always relative to some person or community community Numeracy practices are the patterned ways in which we engage with number in various domains of life; they are local and dynamic; we see numeracy practices through numeracy events (Craig & Guzmán, 2018)
Guiding literature Practices—a few examples Numeracy is often viewed as the ability to work with numbers in one’s daily life.... but “daily life” is always relative to some person or community Numeracy practices are the patterned Practices also help us to ways in which we engage with number complicate any assumption in various domains of life; they are that ability determines action local and dynamic; we see numeracy (e.g., Kahan, Peters, Dawson, practices through numeracy events & Slovic, 2017) (Craig & Guzmán, 2018) Practices—a few examples Practices—a few examples Validity in educational measurement Validity in educational measurement From the American Educational Research Association, American “Validity refers to the degree to which evidence and theory support the Psychological Association, & National Council on Measurement in interpretations of test scores entailed by proposed uses of test” (American Education (2014): Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 2014, p. 11) Validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of a test. (p. 11)
Validity falls along a spectrum, not into a binary Validity falls along a spectrum, not into a binary Sources of validity evidence include: ● content/construct alignment ● relation to other variables (convergent and discriminant evidence) ● internal structure ● response processes ● interpretations and consequences (interpretation-use argument) An influential numeracy assessment: The Programme for the Outline International Assessment of Adult Competencies (PIAAC) I. Context of the work II. Guiding literature A. Social practices B. Assessment validity III. The study IV. Findings and implications V. Questions and discussion An influential numeracy assessment: The Programme for the An influential numeracy assessment: The Programme for the International Assessment of Adult Competencies (PIAAC) International Assessment of Adult Competencies (PIAAC) ● Aimed at individuals aged 16-65 ● Computer-based, ● First administration of PIAAC closed-response questions in 2012, consisted of a survey of 166,000 adults in 22 OECD ● Done at a person’s home with a member countries trained PIAAC administrator ● Assessment of literacy, numeracy, and problem solving
Study Study Guiding Questions Approach Data Sources Guiding Questions Approach Data Sources What does the PIAAC A focus on Several OECD documents that What does the PIAAC A focus on Several OECD documents that numeracy assessment construct describe the PIAAC generally and its numeracy assessment construct describe the PIAAC generally and its purport to measure? validity, response numeracy assessment specifically purport to measure? validity, response numeracy assessment specifically To what extent is the processes, and To what extent is the processes, and assessment a valid interpretations Candid item analyses from a class of assessment a valid interpretations Candid item analyses from a class of measure of that of scores 30 students enrolled in Quantitative measure of that of scores 30 students enrolled in Quantitative construct? Literacy at MSU construct? Literacy at MSU Study Study Guiding Questions Approach Data Sources Guiding Questions Approach Data Sources What does the PIAAC A focus on Several OECD documents that What does the PIAAC A focus on Several OECD documents that numeracy assessment construct describe the PIAAC generally and its numeracy assessment construct describe the PIAAC generally and its purport to measure? validity, as well numeracy assessment specifically purport to measure? validity, as well numeracy assessment specifically To what extent is the as the To what extent is the as the assessment a valid interpretations Candid item analyses from a class of assessment a valid interpretations Candid item analyses from a class of measure of that and uses of 30 students enrolled in Quantitative measure of that and uses of 28 students enrolled in Quantitative construct? scores (two of Literacy at MSU construct? scores (two of Literacy at MSU the five sources the five sources from earlier) from earlier) Findings—What does the PIAAC numeracy Study assessment purport to measure? Guiding Questions Approach Data Sources Numeracy is defined as the ability to access, use, interpret and What does the PIAAC A focus on Several OECD documents that communicate mathematical information and ideas in order to engage in and numeracy assessment construct describe the PIAAC generally and its manage the mathematical demands of a range of situations in adult life. To purport to measure? validity, as well numeracy assessment specifically To what extent is the as the this end, numeracy involves managing a situation or solving a problem in a assessment a valid interpretations Candid item analyses from a class of real context, by responding to mathematical content/information/ideas measure of that and uses of 28 students enrolled in Quantitative represented in multiple ways (OECD, 2016, p. 24). construct? scores (two of Literacy at MSU the five sources from earlier)
Findings—What does the PIAAC numeracy Findings—What does the PIAAC numeracy assessment purport to measure? assessment purport to measure? “Numeracy is defined as the ability to access, use, interpret and “Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas real context, by responding to mathematical content/information/ideas represented in multiple ways” (OECD, 2016, p. 24). represented in multiple ways” (OECD, 2016, p. 24). Findings—Publically available items Findings—Publically available items Findings—Publically available items Findings—Publically available items
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