Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers

Autor/inn/en	Harrell-Williams, Leigh M.; Lovett, Jennifer N.; Lee, Hollylynne S.; Pierce, Rebecca L.; Lesser, Lawrence M.; Sorto, M. Alejandra
Titel	Validation of Scores from the High School Version of the Self-Efficacy to Teach Statistics Instrument Using Preservice Mathematics Teachers
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 2, S.194-208 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917735151
Schlagwörter	Program Validation; Scores; Secondary Education; Preservice Teachers; Self Efficacy; Statistics; Mathematics Teachers; Test Validity; Test Reliability; Rating Scales; Item Response Theory; Teacher Education Programs; Universities; Preservice Teacher Education; Mathematics Education; Common Core State Standards; Secondary School Mathematics; Alabama; Arizona; Georgia; Illinois; Indiana; Maryland; Michigan; Montana; New Jersey; North Carolina; Ohio; South Carolina; Texas; Utah + Suchen Sie Ihr Suchwort? Sekundarbereich; Self-efficacy; Selbstwirksamkeit; Statistik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Testvalidität; Testreliabilität; Rating-Skala; Item-Response-Theorie; University; Universität; Lehramtsstudiengang; Lehrerausbildung; Mathematische Bildung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Recently adopted state standards for middle grades and high school mathematics content have an increased emphasis on statistical topics. With this change, teacher education programs may need to adapt how they prepare preservice secondary mathematics teachers (PSMTs) to teach statistics and require measures related to statistics teaching to assess the impact of programmatic changes and track teacher growth. Using responses from a sample of 290 PSMTs from 20 institutions across the United States, this study presents validity and reliability evidence for the high school version of the Self-Efficacy to Teach Statistics (SETS-HS), which could be used to assess statistics teaching efficacy. Confirmatory factor analysis results via Rasch modeling support the use of three subscales, which exhibit adequate reliabilities and correspond to the three levels in the "Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education" endorsed by the American Statistical Association. Item and rating scale analyses indicate that the 46 items and the six-category scale employed in the SETS-HS perform as intended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01