Journal article
Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers' knowledge
Research in mathematics education, Vol.22(2), pp.209-224
05/03/2020
DOI: 10.1080/14794802.2019.1702893
Abstract
In this paper, we focus on the design of assessments of mathematics teachers' knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding. We add to the literature by providing illustrations of the interactions among these critical considerations in determining what inferences can be drawn from an assessment. We illustrate how the considerations shape assessments by discussing both existing and ongoing research projects. We feature discussion of two projects on which the authors of this paper are collaborating to demonstrate the affordances of attending to all three considerations in designing assessments of mathematics teachers' knowledge to provide readers with opportunities to see those considerations in use.
Details
- Title: Subtitle
- Revisiting purpose and conceptualisation in the design of assessments of mathematics teachers' knowledge
- Creators
- Chandra Hawley Orrill - University of Massachusetts DartmouthYasemin Copur-Gencturk - University of Southern CaliforniaAllan Cohen - Department of Educational Psychology, University of Georgia, Athens, GA, USA;Jonathan Templin - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Research in mathematics education, Vol.22(2), pp.209-224
- Publisher
- Routledge
- DOI
- 10.1080/14794802.2019.1702893
- ISSN
- 1479-4802
- eISSN
- 1754-0178
- Grant note
- DOI: 10.13039/100000001, name: National Science Foundation, award: DRL-1813760, DRL-1751309, and DRL-1054170; DOI: 10.13039/100005246, name: Institute of Education Studies, award: R305A180392
- Language
- English
- Date published
- 05/03/2020
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371110202771
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