Developing an Assessment Instrument to Measure Early Elementary Teachers’ Mathematical Knowledge for Teaching

Schoen, Robert C.; Bray, Wendy S.; Wolfe, Christopher B.; Tazaz, Amanda M.; Nielsen, Lynne

doi:10.1086/692912

Cited by 11 publications

(9 citation statements)

References 19 publications

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“…Within the mathematical-knowledge-for-teaching theoretical framework (Ball, Thames, & Phelps, 2008;Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017), the 2019 K-TEEM contains items designed to measure early elementary teachers' knowledge in five subcategories: common content knowledge, specialized content knowledge, knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The 2019 K-TEEM test focuses on the topics of number, operations, and algebraic thinking.…”

Section: Content and Structurementioning

confidence: 99%

“…The items on the 2019 K-TEEM were developed for the 2016 test. See Schoen et al (2017) and Schoen et al (2019) for more information about the development process.…”

Section: Item Developmentmentioning

confidence: 99%

“…The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics (Ball, Thames, & Phelps, 2008;Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). Within the mathematical-knowledge-for-teaching theoretical framework, the 2019 K-TEEM contains items designed to measure teachers' common content knowledge, specialized content knowledge, knowledge of content and students, knowledge of content and teaching and knowledge of content and curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test

Schoen¹,

Yang²,

Solmaz³

2021

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.

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Section: Content and Structurementioning

confidence: 99%

“…The items on the 2019 K-TEEM were developed for the 2016 test. See Schoen et al (2017) and Schoen et al (2019) for more information about the development process.…”

Section: Item Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test

Schoen¹,

Yang²,

Solmaz³

2021

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“…For many years now, researchers have sought to identify and measure facets of knowledge that may predict or explain differences in teacher effectiveness (Ball, Thames, & Phelps, 2008;Campbell et al, 2014;Hill, Rowan, & Ball, 2005;Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017;Shulman, 1986). Almost all of the existing constructs and instruments designed to measure this knowledge focus on generalized knowledge of subject matter and students.…”

Section: Introduction and Overviewmentioning

confidence: 99%

Measuring teacher ability to predict student success in solving specific mathematics problems: Procedures and initial findings of accuracy, overprediction, and underprediction

Schoen¹,

Iuhasz-Velez²

2017

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AcknowledgementsP a g e | iv AcknowledgementsIn addition to the important support of the Institute of Education Sciences, the successful collection of the data needed for the present study involved many, many people. Some of the most critical are listed below, along with their roles.Robert Schoen was integrally involved with designing and implementing the interview and interviewer training, selecting the items for the teacher judgment accuracy instrumentation, report writing, and overall management of the various components of the larger study. Naomi Iuhasz-Velez conducted much of the literature review and data analysis for this report and contributed heavily to the writing and interpretation of results.Amanda Tazaz coordinated the on-site data collection each spring and deserves tremendous credit for finding teachers and students in schools on the data-collection days. She assisted Robert Schoen in making decisions about which items to include on the teacher judgment accuracy instrument. She also provided important knowledge about the actual events on data-collection days (e.g., explaining how we came to have data corresponding to six students in one classroom rather than the expected four).Walter Secada, Juli Dixon, Mark LaVenia, and Kristopher Childs were integrally involved in weekly management-team meetings throughout the startup and implementation of the larger study.Zachary Champagne worked closely with Robert Schoen on the design of the 2015 MPAC interview, training of interviewers in spring 2015, and selection of items for the teacher judgment accuracy instrument in spring 2015.Along with Amanda Tazaz, Kristopher Childs coordinated the interview team and data collection for both teachers and students in 2014 and 2015. Other members of the interview team included Charity

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“…Items on this test were borrowed or adapted from several different sources, including the Diagnostic Teacher Assessment in Math and Science project (Saderholm, Ronau, Brown, & Collins, 2010), the Learning Mathematics for Teaching project (Hill, Schilling, & Ball, 2004;LMT, 2004), Numeracy Development Projects (Ward & Thomas, 2015), the Knowledge for Teaching Elementary Mathematics project (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017), the Mills College Lesson Study Group (https://lessonresearch.net), and other publications (Beckmann, 2005;Newton, 2008;Norton & McCloskey, 2008;Schifter, 1998;Zhou, Peverly, & Xin, 2006). We are grateful to these people and organizations for sharing their intellectual property for research purposes.…”

mentioning

confidence: 99%

Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in spring 2017

Schoen¹,

Yang²,

Paek³

2018

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A great many people were involved with the test development, field-testing, data entry, data analysis, and writing that resulted in this report. Here we name some of the key players and briefly describe their roles, starting with the report's coauthors. Robert Schoen collaborated on the development of this form of the test, directed the data-collection and report-writing processes, and assisted in guiding and interpreting the analytic methods and results. Xiaotong Yang performed the dimensionality analysis and item-response theory model calibration and wrote much of the data analysis and results sections of the report. Insu Paek provided overall guidance for the data modeling and scoring and provided guidance and feedback on the various drafts of the report.

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Developing an Assessment Instrument to Measure Early Elementary Teachers’ Mathematical Knowledge for Teaching

Cited by 11 publications

References 19 publications

Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test

Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test

Measuring teacher ability to predict student success in solving specific mathematics problems: Procedures and initial findings of accuracy, overprediction, and underprediction

Psychometric report on the Knowledge for Teaching Elementary Fractions test administered to elementary educators in six states in spring 2017

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