What Is the Validity Evidence of Quantitative Instruments in the Field of Secondary Mathematics Teacher Preparation?

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Abstract

This study systematically reviews the validity evidence of quantitative instruments used in secondary mathematics teacher preparation. Amid a critical teacher shortage, it is crucial for university programs to produce highly qualified candidates, necessitating robust measurement tools for teacher readiness. The review encompassed 2300 articles from 24 mathematics education journals (2000-2020), identifying 255 instruments, with 158 showing at least one source of validity evidence. However, only 20 instruments were relevant for secondary mathematics teacher preparation, and just four had more than two validity evidence sources. The findings highlight the scarcity of reliable instruments with validity evidence for evaluating affective and behavioral constructs, underscoring the need for improved instruments and published validation studies given the requirements of CAEP accreditation.

Authors

• Jeremy Zelkowski, University of Alabama

• Timothy D. Folger, Binghamton University - SUNY

• Melissa A. Gallagher, U.S. Math Recovery Council

• Jonathan D. Bostic, Bowling Green State University

• Temple A. Walkowiak, North Carolina State University

• Anne Garrison Wilhelm, Southern Methodist University