Abstract
Teaching mathematical modelling produces interdisciplinary learning outcomes that can be measured with formative assessments. Building, defining, and clarifying the interdisciplinary competencies involved in the modelling performance assessment tasks require the input of content experts from multiple disciplines. These interdisciplinary perspectives create the foundation for a valid modelling assessment before administering and interpreting its results. The validation process involves scoring, interpretation and uses, and consequences of interdisciplinary mathematical modelling assessment results. Confirmatory factor analysis indicated construct validity for a mathematical modelling assessment with two higher order factors indicating conceptual and procedural dimensions of interdisciplinary learning enacted by mathematical modelling.
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Acknowledgements
NSF Grant # 1355437 partially provided support for this research and the workshops of in-service secondary mathematics and science teachers. We also appreciated valuable feedback provided by the reviewers.
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Alagoz, C., Ekici, C. (2021). Validity of Mathematical Modelling Assessments for Interdisciplinary Learning. In: Leung, F.K.S., Stillman, G.A., Kaiser, G., Wong, K.L. (eds) Mathematical Modelling Education in East and West. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-66996-6_17
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