Assessing Elemental and Structural Validity: Data from Teachers, Non-teachers, and Mathematicians

Hill, Heather C.; Dean, Carolyn; Goffney, Imani

doi:10.1080/15366360701486999

Cited by 47 publications

(50 citation statements)

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“…Alonzo (2007) writes: ''While some researchers have posited that subject matter knowledge is a pre-requisite for PCK (e.g., van Driel, Verloop, & Vos, 1998), Magnusson, Krajcik, & Borko (1999) propose multiple pathways to developing PCK: teachers with strong subject matter knowledge and those with strong general pedagogical knowledge each build upon their existing knowledge to construct PCK.'' The latter view is consistent with the findings of Hill et al, (2007) and with the performance of biology/chemistry teachers and NGY teachers on the PCK test in the CO-ACTIV construct validation study.…”

Section: The Michigan Groupsupporting

confidence: 78%

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Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

190

119

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Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COAC-TIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various ''contrast populations,'' namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population's performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.

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Section: The Michigan Groupsupporting

confidence: 78%

“…2-3, 2007) further addresses the validity of the Michigan group's tests. Hill, Dean, and Goffney (2007) presented a selection of their items to non-teachers and to mathematicians. However, they were not so much interested in the percentages of correct answers to their multiple choice items as in the participants' way of thinking.…”

Section: The Michigan Groupmentioning

confidence: 99%

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

190

119

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“…The theory of CKT (Ball, Thames, & Phelps, 2008;Hill, Ball, & Schilling, 2008;Hill, Dean, & Goffney, 2007;Hill, Schilling, & Ball, 2004) undergirds this framework. This theory is one of knowledge use and asserts that the professional knowledge base for teaching goes beyond merely knowing the subject matter and includes forms of professional knowledge that are unique to the content challenges that teachers face in their daily work.…”

Section: Assessing Content Knowledge For Teaching Sciencementioning

confidence: 99%

“…This theory is one of knowledge use and asserts that the professional knowledge base for teaching goes beyond merely knowing the subject matter and includes forms of professional knowledge that are unique to the content challenges that teachers face in their daily work. For example, researchers have suggested that specialized content knowledge includes forms of content knowledge only used in teaching (Hill et al, 2008;Hill et al, 2007;Hill et al, 2004;Kersting, 2008;Krauss, Baumert, & Blum, 2008;, whereas pedagogical content knowledge targets the knowledge demands of teaching that occur at the intersection of the discipline, students, and instruction (Shulman, 1986(Shulman, , 1987. These aspects of the professional knowledge base for science teaching include such practice-based tasks as determining whether a student's unconventional scientific explanation is conceptually valid, recognizing common student misconceptions, and knowing which content representations or instructional activities are most likely to support students' science learning.…”

Section: Conceptualizing Practice-based Measures Of Content Knowledgementioning

confidence: 99%

“…This framework is organized around the most important content-intensive practices, or tasks of teaching, that elementary science teachers engage in both inside and outside the classroom to support their students' learning. It highlights the various instructional tools and resources, such as scientific models, explanations, and students' ideas, that science teachers interact with on a daily basis and foregrounds the application of content knowledge as they interact with these tools.The theory of CKT (Ball, Thames, & Phelps, 2008;Hill, Ball, & Schilling, 2008;Hill, Dean, & Goffney, 2007;Hill, Schilling, & Ball, 2004) undergirds this framework. This theory is one of knowledge use and asserts that the professional knowledge base for teaching goes beyond merely knowing the subject matter and includes forms of professional knowledge that are unique to the content challenges that teachers face in their daily work.…”

mentioning

confidence: 99%

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Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

Mikeska

Phelps

Croft

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific teaching practices and instructional tools that are critical to the work that elementary science teachers engage in with students, curriculum, and instruction. Drawing on this framework, the report details the development process for practice-based assessment items designed to measure CKT elementary science in three content areas: (a) structure and properties of matter, (b) ecosystems, and (c) Earth's place in the universe. These practice-based assessment items address the various content challenges elementary science teachers face in their work and were designed to be used as a foundation for building large-scale assessments of elementary science teachers' CKT science. This report presents initial validity evidence examining the practice-based CKT science item characteristics using results from online administrations of these items to 250 upper elementary science teachers. Findings reveal that the majority of these new assessment items capture variability in elementary science teachers' performance and that a large proportion of the items differentiate moderately well, supporting a beginning proof-of-concept for the conceptualization and design of these practice-based CKT elementary science assessment items. Keywords Science; assessment; content knowledge for teaching; specialized content knowledge; pedagogical content knowledge; subject matter knowledge; elementary teachers doi:10.1002/ets2.12168 Enhancing the capacity of K-12 teachers ...

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PRAXIS® Content Knowledge for Teaching: Initial Reliability and Validity Results for Elementary Reading Language Arts and Mathematics

Phelps

Steinberg

Leusner

et al. 2020

ETS Research Report Series

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Assessing Elemental and Structural Validity: Data from Teachers, Non-teachers, and Mathematicians

Cited by 47 publications

References 0 publications

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Practice‐Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence

PRAXIS® Content Knowledge for Teaching: Initial Reliability and Validity Results for Elementary Reading Language Arts and Mathematics

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