Challenges and Strategies for Assessing Specialised Knowledge for Teaching

Challenges and Strategies for Assessing Specialised Knowledge for Teaching

Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specif...

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Veröffentlicht in:Mathematics teacher education & development 2015-01, Vol.17 (1), p.12-29
Hauptverfasser: Orrill, Chandra Hawley, Kim, Ok-Kyeong, Peters, Susan A, Lischka, Alyson E, Jong, Cindy, Sanchez, Wendy B, Eli, Jennifer A
Format: Artikel
Sprache:eng
Schlagworte:
Barriers
Change Strategies
Educational Practices
Educational Strategies
Evaluation Methods
Evaluation Problems
Knowledge Base for Teaching
Knowledge level
Mathematical concepts
Mathematics Teachers
Measurement
Measurement Objectives
Psychometrics
Specialization
Student assessment
Student teachers
Teacher Competency Testing
Teacher Evaluation
Test Construction
Test Items
Testing Problems
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Zusammenfassung:Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers' mathematical knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own cross-disciplinary work to create assessment items for measuring teachers' mathematical knowledge for teaching. [Author abstract]
ISSN:1442-3901