Developing and Validating a Design Theory to Assess Elementary Science Teachers' Content Knowledge for Teaching

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-8 - The "New" Work of Teachers: Current Complexities of Supporting and Evaluating Teacher Growth and Development

Abstract

Recent national calls have suggested the need for educators to develop assessment measures that target how teachers apply their content knowledge in their practice-based work with students. This research study involves initial validation of a design theory for content knowledge for teaching (CKT) science assessment measures that could then be used to monitor and improve STEM education. This validation work concentrates on using empirical evidence gleaned from cognitive interviews to examine patterns in upper elementary teachers’ responses to and reasoning used on CKT science assessments across three content areas (matter, ecosystems, and Earth’s place in the universe). Findings will provide guidance to the field on how to best develop valid and reliable measures to assess elementary teachers’ CKT science.

Authors

• Jamie N. Mikeska, Educational Testing Service

• Andrew J. Croft, ETS

• Geoffrey C. Phelps, Educational Testing Service

• Barbara H. Weren, ETS

• Joseph Ciofalo, ETS