"Wrong, but Still Right"--Teachers Reflecting on MKT Items [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Fauskanger, Janne; Mosvold, Reidar
Titel	"Wrong, but Still Right"--Teachers Reflecting on MKT Items [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Elementary School Teachers; Secondary School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Reflective Teaching; Mathematics Tests; Multiple Choice Tests; Test Format; Written Language; Teacher Evaluation; Accuracy; Responses; Data Analysis; Norway + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Pädagogische Kompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testentwicklung; Geschriebene Sprache; Teacher appraisal; Lehrerbeurteilung; Auswertung; Norwegen
Abstract	The mathematical knowledge for teaching (MKT) measures have become widely used among researchers both within and outside the U.S. Despite the apparent success, the MKT measures and underlying framework have been subject to criticism. The multiple-choice format of the items has been criticized, and some critics have suggested that opening up the items might be an option. One way of opening up the items is to include commentary boxes that allow teachers to explain their thinking. This paper reports on a Norwegian study where commentary boxes were added to MKT items in order to investigate the connection between teachers' responses to the items and their written reflections. The results indicate that there is a mismatch between the answers given by the teachers on the MKT items and their written reflections. Teachers' written reflections do not always support their responses to the MKT items. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01