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Khan  \nUniversity of Toronto  \nGraham Orpwood York University  \nEmily Sandford Brown Sheridan College  \nRuth A. Childs  \nUniversity of Toronto  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:2 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nDeveloping a new assessment requires the expertise of both content experts and assessment specialists. Using the example of an assessment developed for Ontario’s Colleges Mathematics Assessment Program (CMAP), this article (1) describes the decisions that must be made in developing a new assessment,(2) explores the complementary contributions of content experts and assessment specialists, and (3) illustrates how the use of a validity argument framework can support collaboration in assessment development. The authors conclude that the validity argument framework facilitated effective collaboration between content experts and assessment specialists, and suggest that this approach may help other collaborators pursue transparent and effective assessment development.  \nKeywords: assessment, test development, mathematics assessment, colleges  \nRésumé  \nLe développement de nouveaux outils d’évaluation nécessite l’expertise tant d’experts de contenu que de spécialistes en évaluation. En utilisant l’exemple d’un outil d’évaluation développé pour l’Ontario’s Colleges Mathematics Assessment Program (CMAP), cet article (1) décrit les décisions qui doivent être prises lors de l’élaboration de nouveaux outils d’évaluation,(2) explore les apports complémentaires des experts de contenu et des spécialistes en évaluation, et (3) illustre comment l’utilisation d’un modèle d’argumentation de la validité peut favoriser le développement d’évaluations. Les auteurs concluent qu’un modèle d’argumentation de la validité simplifie le processus de collaboration efficace entre les experts de contenu et les spécialistes en évaluation, et suggèrent que cette approche puisse aider d’autres collaborateurs à poursuivre l’élaboration d’évaluations authentiques et significatives.  \nMots-clés : outils d’évaluation, développement d’évaluation, évaluation en mathématique, collèges  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:2 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nFor more than a decade, poor mathematics performance of Ontario college students has been an area of concern. The College Student Achievement Project (CSAP) found, for example, that one-third of college students were “at-risk” of not completing the requirements for their program due to poor mathematics performance in their first semester (CSAP Team, 2015). This is especially problematic as finding success in a variety of job fields requires numeracy skills (Gal & Tout, 2014; Hoyles, Wolf, Molyneux-Hodgson, & Kent, 2002; Organisation for Economic Co-operation and Development [OECD], 2013; Steen, 2001) . Therefore, understanding the gaps in mathematics knowledge and skills of students entering college programs is important if colleges are to prepare those students for success in college programs and in future employment (Cohen & Brawer, 2003; Ngo & Melguizo, 2016) .  \nTo identify gaps in students’knowledge and skills, some colleges administer written assessments to incoming students. Developing such assessments requires input from content experts, as well as assessment specialists. However, how their contributions can be combined to create a quality assessment is not always obvious. Using the example of an assessment developed for Ontario’s Colleges Mathematics Assessment Program (CMAP), this article (1) outlines the decisions that must be made in developing a new assessment,(2) explores the complementary contrib","cbCainVebr4z5v4Q","https://ap.wps.com/l/cbCainVebr4z5v4Q","pdf",263638,17,"English","# Introduction\n## Addressing Gaps in Students’ Mathematics Knowledge and Skills\n## Identifying Gaps with Placement Tests","[{\"question\":\"What expertise is required to develop a new assessment?\",\"answer\":\"The article emphasizes that both content experts and assessment specialists are needed. Their contributions must be combined to create a quality assessment.\"},{\"question\":\"How does the article structure decisions in assessment development?\",\"answer\":\"It outlines the decisions that must be made when developing a new assessment. It also shows how content experts and assessment specialists contribute complementary perspectives.\"},{\"question\":\"What role does a validity argument framework play in collaboration?\",\"answer\":\"The article illustrates that using a validity argument framework supports collaboration during assessment development. The authors conclude it facilitated effective collaboration and can help others pursue transparent development.\"}]","Collaboration Between Content Experts and Assessment Specialists - Using a Validity Argument Framework to Develop a College Mathematics Assessment | PDF",1792081775,43]