Re-Conceptualizing Validity within the Context of a New Measure of Mathematical Knowledge for Teaching

Autor/inn/en	Engelhard, George, Jr.; Sullivan, Rubye K.
Titel	Re-Conceptualizing Validity within the Context of a New Measure of Mathematical Knowledge for Teaching
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 5 (2007) 2-3, S.142-156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Stellungnahme; Test Validity; Psychometrics; Test Construction; Evaluation Research; Mathematics Education; Mathematics Instruction; Knowledge Base for Teaching; Evaluation Methods; Measurement Techniques; Pedagogical Content Knowledge; Educational Assessment; Teacher Evaluation; Evaluation Problems; Testing Problems; Mathematics Teachers; Theory Practice Relationship; Item Response Theory + Suchen Sie Ihr Suchwort? Testvalidität; Psychometry; Psychometrie; Testaufbau; Evaluationsforschung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Messtechnik; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Teacher appraisal; Lehrerbeurteilung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Item-Response-Theorie
Abstract	In this journal issue, the authors of the focus articles have provided a suite of very stimulating and thoughtful articles. The overarching purpose of this research is to explore the application of principles derived from the view of validity proposed by Kane (2004) to their research on issues related to the measurement of mathematical knowledge for teaching. The authors of this article have approached their commentary on their work as a conversation between a measurement theorist (Engelhard), and a mathematics educator (Sullivan). They each read the articles using their distinctive disciplinary lens, and then developed a set of questions that the articles generated for them regarding either the measurement issues related to validity or the substantive aspects of the construct being measured by the authors. Finally, the authors met to discuss the questions and answers, and this commentary reflects their discussion. The authors hope that their questions and answers will stimulate further conversations between measurement theorists, mathematics educators, and other researchers working in substantive areas to develop measurement tools for new constructs to improve education. The authors' questions and answers are organized by articles, although many of the points apply across articles. (Contains 1 figure.) (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10