FAQs

How can I use the EM2 online assessment system?

Please see the Online Administration section of our Web site for more information on hosting and using the free, open-source online learning management system for your own use with students.

Are paper and pencil versions of the assessments available?

Yes, there are paper and pencil versions of the assessments, as well as support resources for administering the assessments.

These are available on the individual assessment Web pages linked from the Assessments section of our Web site.

What do students need to take an EM2 assessment online?

For students to complete an EM2 assessment online, each student will need access to a computer or mobile device with a web browser, live access to the Internet, and a student login.

Teachers will generate student logins when they set up a class and assign an assessment in their online system.

Please see the Online Administration section of our Web site for more information on hosting and using the free, open-source online learning management system for your own use with students.

As a teacher, how will I see the results of the online assessments?

When teachers have the online administration and reporting system set up for their use, a teacher login will be generated. This login will allow teachers to set up and administer assessments for their students. As students take the assessments, the results are automatically saved into the system. Teachers can monitor the assessments as students complete them, as well as create reports for individual students and their classes once the administration is complete.

Please see the Online Administration section of our Web site for more information on hosting and using the free, open-source online learning management system for your own use with students.

How is the project establishing the validity of the assessments? In other words, how do you know that they are measuring what you intend them to measure?

An assessment is “valid” when it accurately measures what it is supposed to measure. The EM2 project uses several approaches to establish the validity of each assessment. We start by carefully defining the rational number misconceptions that an assessment will target. We then carefully develop each item so that its response options are capable of indicating whether a student is using a targeted misconception to answer. We also ask colleagues with mathematics education expertise to review the items and to provide their feedback about whether the items are structured to elicit evidence that students are using the targeted misconception. The final steps are to analyze the data teachers have administered an assessment to their students.

See the Assessment development section of our Web site for more information about this process.

For each of the targeted misconceptions, EM2 is developing two assessment versions. How do you know that the two versions versions are testing the same thing?

The project uses several processes to ensure that the paired assessments are capable of identifying the same misconception.

  • ●   We carefully design the items in paired assessments so that they share the same characteristics. While the item characteristics may vary across a set of items, each item in an assessment always has a “match” in the paired assessment.
  • ●   Since each assessment is designed to target a specific misconception, we confirm that students with the misconception answer items in paired assessments the same way. As one of the last development phases of each assessment, we have students complete both versions of the assessment in the same sitting. We then examine whether the students’ results on each assessment version match in terms of the their overall score and their performance on the matched items in each version of the assessment.