Validating the MKT Measures: Some Responses to the Commentaries

Autor/in	Hill, Heather C.
Titel	Validating the MKT Measures: Some Responses to the Commentaries
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 5 (2007) 2-3, S.209-211 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
Schlagwörter	Stellungnahme; Educational Testing; Tests; Measurement; Faculty Development; Test Validity; Psychometrics; Test Construction; Evaluation Research; Mathematics Education; Mathematics Instruction; Knowledge Base for Teaching; Evaluation Methods; Measurement Techniques; Pedagogical Content Knowledge; Educational Assessment; Teacher Evaluation; Evaluation Problems; Testing Problems; Content Validity; Teacher Competency Testing + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Messverfahren; Testvalidität; Psychometry; Psychometrie; Testaufbau; Evaluationsforschung; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Messtechnik; Pädagogische Kompetenz; Education; assessment; Bewertungssystem; Teacher appraisal; Lehrerbeurteilung
Abstract	The author offers some thoughts on commentator's reactions to the substance of the measures, particularly those about measuring teacher learning and change, based on the major uses of the measures, and because this is a significant challenge facing test development as an enterprise. If teacher learning results in more integrated knowledge or different forms of knowledge at different points along the growth trajectory, this must be understood and captured in any assessments. Besides mundane issues involving equating of tests, content comparability across parallel instruments, etc., Kulikowich's comments suggest that there remains important conceptual and statistical work to be done before currently available measurement instruments capture growth in knowledge. (Contains 1 footnote.) (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10