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Diagnostic Assessment in Mathematics Problem Solving
Valerie Shute and Jody Underwood

The United States has recently seen falling test scores for mathematics problem solving in comparison to other countries. This paper reviews current approaches to diagnosing mathematics problem solving, and then introduces emerging technologies being developed at Educational Testing Service that address open areas found in the review. The application of these technologies to assessment design must be weighed against concerns for construct validity, equity, and access. The validity question is addressed by using evidence-centered design (ECD) methods to build an evidentiary argument. An innovative project called Mathematics Intervention Module (MIM) for helping students improve their mathematical problem solving skills is described that uses ECD methods in concert with the emerging technologies, with a focus on diagnosis, feedback, practice, and items that integrate targeted knowledge and skills.

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