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Developing and Validating Indicators for Teachers' Science and Mathematics Content Knowledge for Teaching
Sat, April 9, 12:25 to 1:55pm, Marriott Marquis, Floor: Level Two, Marquis Salon 8Session Type: Symposium
Abstract
This symposium includes four NSF-funded studies addressing the development and validation of indicator measures for teachers’ science and mathematics content knowledge for teaching. The studies focus on: (1) the extent to which teachers’ scores on existing licensure assessments in mathematics and science are predictive of student performance, (2) the extent to which assessment design and theory associated with existing assessments of elementary level mathematics CKT extend to the assessment of secondary level mathematics CKT, (3) the extent to which practice-based items designed to measure science teachers’ CKT assess knowledge that is distinct from conventional science knowledge, and (4) how a more innovative video-based assessment can capture teachers’ useable CKT in mathematics in a way that is both authentic and scalable.
Sub Unit
Chair
Papers
Assessing Licensure Tests as an Indicator of Teachers' Science and Mathematics Content Knowledge for Teaching - Dan Goldhaber, American Institutes for Research; Roddy Theobald, American Institutes for Research; Trevor Gratz, Center for Education Data and Research
Extending Content Knowledge for Teaching Assessment Design Theory From Elementary-Level Mathematics to Secondary-Level Mathematics - Heather Howell, ETS; Yvonne Lai, University of Nebraska - Lincoln; Erica Miller, University of Nebraska - Lincoln; Geoffrey C. Phelps, Educational Testing Service
Using Content Knowledge for Teaching Science Assessments to Examine Elementary Science Teachers' Practice-Based Knowledge - Jamie N. Mikeska, Educational Testing Service; Geoffrey C. Phelps, Educational Testing Service
Extending the Classroom Video Analysis Into a Content-Focused, Common Core–Aligned Measure of Mathematics Knowledge for Teaching - Nicole B. Kersting, The University of Arizona; Mei-Kuang Chen, The University of Arizona; Guadalupe Lozano, The University of Arizona; Saeideh Heshmati, The University of Arizona; Kathleen Jablon Stoehr, Santa Clara University; James W. Stigler, University of California - Los Angeles