<scp><i>PRAXIS</i></scp>® Content Knowledge for Teaching: Initial Reliability and Validity Results for Elementary Reading Language Arts and Mathematics

Phelps, Geoffrey; Steinberg, Jonathan; Leusner, Dawn; Minsky, Jennifer; Castellano, Karen; McCulla, Laura

doi:10.1002/ets2.12295

Cited by 2 publications

(2 citation statements)

References 42 publications

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“…Similar to CKT assessment items designed on other projects (Hill et al, 2008; Mikeska et al, 2018; Phelps et al, 2020), all the CKT about matter items our team designed are scenario‐based. Each item starts with a task scenario that situates the elementary teacher within an instructional setting and provides key details about the students, curriculum, or instructional context.…”

Section: Methodsmentioning

confidence: 99%

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Mikeska¹,

Cisterna²,

Lakhani

et al. 2022

Science Education

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Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall researchassessments, content knowledge for teaching, elementary science, matter and its interactions, pedagogical content knowledge High-quality science instruction requires that science teachers leverage their content knowledge for teaching (CKT) in the work of teaching (National Research Council, 2012; NGSS Lead States, 2013). CKT refers to the professional knowledge that teachers draw upon as they engage in the work of teaching in a specific discipline (Loewenberg Ball et al., 2008). The main focus here is on the application-or use-of their knowledge in the actual tasks of teachingfor example, the knowledge that teachers use when they prepare for, enact, and reflect on their instruction with students. CKT includes both subject matter knowledge, as well as other forms of practice-based knowledge that are directly tied to the work of teaching-what is commonly referred to as teachers' specialized and pedagogical content knowledge. In the area of science this includes knowledge about how students think about, engage in, and learn about specific scientific practices and concepts, as well as knowledge about various instructional strategies and tools science teachers can draw upon to develop students' learning (Carlson et al., 2019;Mikeska et al., 2020;Schneider & Plasman, 2011).In science education, research has indicated that CKT, particularly science teachers' pedagogical content knowledge, can be quite nuanced and variable across subjects, topics, concepts, and even knowledge components (e.g., knowledge of student ideas vs. knowledge of instructional strategies) (

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Section: Methodsmentioning

confidence: 99%

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Mikeska¹,

Cisterna²,

Lakhani

et al. 2022

Science Education

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“…Such costs would need to be balanced against the benefits of providing evidence of teaching competencies that focus directly on the work of teaching. However, preliminary research suggests that practice-based knowledge and performance tasks can be developed, scored, and administered in ways that are cost effective and that provide valid and reliable evidence of teaching competence (see for example, Mikeska et al, 2018; Phelps, Bridgeman, et al, 2020; Phelps, Steinberg et al, in press).…”

Section: A Call For More Practice-based Testingmentioning

confidence: 99%

The practice of licensure, the licensure of practice

Phelps¹,

Sykes²

2020

Phi Delta Kappan

Self Cite

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Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how teacher licensure testing can be designed to focus more directly on assessing aspiring educators’ performance of the professional competencies that make up the day-to-day and moment-to-moment work of teaching.

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

Cited by 2 publications

References 42 publications

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

Examining elementary science teachers' responses to assessments tasks designed to measure their content knowledge for teaching about matter and its interactions

The practice of licensure, the licensure of practice

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