On the Alignment of Teachers' Mathematical Content Knowledge Assessments With the Common Core Standards

• In Event: 51.069 - Improving Research on Mathematics Teachers and Teaching: Discussions of Measures and Methods

Abstract

Measures of teachers’ mathematical knowledge have been widely used to evaluate the impact of professional development or to investigate the role of teachers’ knowledge in teaching and student learning. However, little attention has been given to the content alignment between such measures and the mathematics that teachers are expected to teach. This study focuses on the content alignment between two widely used teacher assessment instruments and the Common Core State Standards for Mathematics. The findings indicate that the alignment between the mathematics captured by the teacher assessments and the mathematics set in the curriculum standards varies across instruments. Furthermore, some forms created by the instrument developers are not parallel in terms of content, producing inaccurate estimates of teachers’ knowledge growth.

Authors

• Yasemin Copur-Gencturk, University of Southern California

• Erik D. Jacobson, Indiana University - Bloomington

• Richard M Rasiej, University of Southern California