Measures of Mathematics Teachers' Behavior and Affect: An Examination of the Assessment Landscape

• In Event: Measuring Teachers' Mathematical Knowledge and Behaviors

Abstract

The purpose of this study is to describe quantitative instruments related to mathematics teacher behavior and affect. We found 108 different measures published in 24 mathematics education journals from 2000-2020. Of the 51 named measures, 34 were surveys or questionnaires, 14 were observation protocols, and 3 were assessments. Authors most frequently reported evidence related to test content and response processes, as well as reliabilities. Few studies reported evidence related to internal structure, relations to other variables, or consequences of testing. The measures found predominantly examined teachers’ beliefs about teaching mathematics or teaching practices. Only two measures were related to equity. We need to create measures that are focused on equity and that have validity and reliability evidence.

Authors

• Melissa A. Gallagher, University of Houston

• Emanuele Bardelli, Santa Rosa City Schools

• Timothy D. Folger, Bowling Green State University

• Adrian Neely, Morehouse College

• Jonathan D. Bostic, Bowling Green State University

• Temple A. Walkowiak, North Carolina State University

• Anne Garrison Wilhelm, Washington State University

• Jeremy Zelkowski, University of Alabama