Design and validation arguments for the Student Survey of Motivational Attitudes toward Statistics (S-SOMAS) instrument

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dc.contributor.authorWhitaker, Douglas
dc.contributor.authorUnfried, Alana
dc.contributor.authorBond, Marjorie
dc.date.accessioned2020-06-15T14:56:07Z
dc.date.available2020-06-15T14:56:07Z
dc.date.issued2019
dc.description.abstractThis chapter describes the development plan for a new survey designed to measure students’ attitudes toward statistics aligned with expectancy value theory, the S-SOMAS. Included in this description are the context and motivation for developing a new instrument, a brief overview of the theoretical framework, and the validity evidence to be collected to support the intended uses of the S-SOMAS. The S-SOMAS is currently in development and pilot data have been collected; as such, this chapter includes both planned and enacted elements of instrument development. This chapter also provides readers with an illustration about the early stages of validation work and some choices that instrument developers may encounter.en_US
dc.format.availabilityCitation onlyen_US
dc.identifier.citationWhitaker, D., Unfried, A., & Bond, M. (2019). Design and Validation Arguments for the Student Survey Of Motivational Attitudes toward Statistics (S-SOMAS) Instrument. In J. Bostic, E. Krupa, & J. Shih (Eds.), Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions (1st ed., pp. 120–146). New York, NY: Routledge.en_US
dc.identifier.urihttps://hdl.handle.net/10587/2125
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.subjectStatisticsen_US
dc.subjectStatistics educationen_US
dc.subjectSurvey instrumenten_US
dc.titleDesign and validation arguments for the Student Survey of Motivational Attitudes toward Statistics (S-SOMAS) instrumenten_US
dc.typeBook chapteren_US
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