Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"

Autor/in	Kulikowich, Jonna M.
Titel	Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 5 (2007) 2-3, S.187-194 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Stellungnahme; Multiple Choice Tests; Learning Theories; Teaching Methods; Construct Validity; 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; Scores + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; 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
Abstract	Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The undertaking is both comprehensive and scientific as they propose three different types of validation-related assumptions and inferences (i.e., elemental, structural, and, ecological) for seven different categories of teachers' mathematical knowledge. Schilling and his colleagues emphasize the importance of considering issues related to academic development in their generalizations and conclusions summary, and it is clear in their specification and test of hierarchical linear models (HLM; Hill, Rowan, & Ball, 2005) that development issues are important in their agenda as they calculate IRT-based knowledge gain scores as outcomes. There may be additional theoretical considerations, other variables, and task development and scoring issues that may inform programs of research on the development of mathematical knowledge in teaching and its effectiveness. The author offers suggestions to complement comprehensive programs of research that may shed light on developmental trajectories. (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