Using Evidence-Centered Design to Develop Performance Assessments of Content Knowledge for Teaching

• In Event: Novel Developments in the Use of Response Process Data in Assessment

Abstract

This session provides an expanded conceptualization and measurement approach to assessing content knowledge for teaching (CKT). The session will explain how an ECD approach was used to develop a new type of performance task to assess currently underrepresented features of the CKT construct and share an example task to provide a concrete illustration of the content teaching performances that are assessed. The discussion of the example task will include the scoring rubric and examples of high and low benchmark performances. Results from a pilot of 20 new performance tasks in reading language arts and mathematics with 59 teacher candidates will provide context for the example task and more general support for the measurement characteristics for these innovative performance tasks.

Authors

• Geoffrey C. Phelps, Educational Testing Service

• Brent Bridgeman, ETS