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Advancement of testing of mathematical problem-solving skills calls for open-ended, realistic tasks particularly susceptible to bias, compromising the score validity and fairness of tests. Informed by universal design principles, this study framed 360 prototype items developed for the Problem-solving Measures Grades 6–8 Computer Adaptive Tests as a bounded case to illuminate sources of bias in middle-school mathematics assessment. Experts' shared understandings of potential sources of bias were collected using an iterative Delphi technique. Four themes in sources emerged from a thematic analysis of 201 sources of bias identified: assumed lived experiences, language use, item presentation, and stereotypes. These sources potentially placed subgroups of students from certain sociocultural backgrounds (e.g. culture, gender, race/ethnicity, socioeconomic status) at a disadvantage by challenging them in ways unrelated to mathematical problem solving. Recommendations for minimizing potential sources of bias in test development to achieve equitable K-12 mathematics problem-solving tests are discussed. [ABSTRACT FROM AUTHOR]

While the educational emergency response to the COVID-19 pandemic centred on student learning and safety, teachers' burnout, and teacher strikes, stories of teachers quitting the profession have left schools in crisis around the world. In this study, we use an intersectional approach to explore teacher experiences during the pandemic as 'crisis experiences.' The data presented in this study were obtained from an exploratory survey which recruited practicing PreK-12 and higher education teachers (n = 134) from 22 countries. The survey included closed- and open-ended questions related to teachers' experiences teaching during the COVID-19 pandemic. One-sample chi-square tests showed that quantitative variables of gender, previous experience teaching and learning online, and grade-level taught were significantly related to teacher anxiety. A descriptive approach to qualitative analysis identified three axes of the crisis which affected teachers' experiences: teaching environment, teaching relationships, and systemic support. Findings show teachers had no choice or adequate time to prepare to transition online, increasing anxiety especially among women, those teaching younger grades, and those without experience teaching or learning online. Teachers' work during the pandemic should be understood as 'emergency remote teaching' which has put teachers at greater risk for burnout and departure from the profession. [ABSTRACT FROM AUTHOR]