Challenges and Strategies for Assessing Specialised Knowledge for Teaching

Autor/inn/en	Orrill, Chandra Hawley; Kim, Ok-Kyeong; Peters, Susan A.; Lischka, Alyson E.; Jong, Cindy; Sanchez, Wendy B.; Eli, Jennifer A.
Titel	Challenges and Strategies for Assessing Specialised Knowledge for Teaching
Quelle	In: Mathematics Teacher Education and Development, 17 (2015), S.12-29 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Specialization; Knowledge Base for Teaching; Educational Strategies; Testing Problems; Test Items; Barriers; Educational Practices; Teacher Competency Testing; Test Construction; Measurement Objectives; Psychometrics; Mathematics Teachers; Change Strategies; Evaluation Methods; Evaluation Problems; Teacher Evaluation + Suchen Sie Ihr Suchwort? Arbeitsteilige Spezialisierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrstrategie; Test content; Testaufgabe; Bildungspraxis; Testaufbau; Psychometry; Psychometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lösungsstrategie; Teacher appraisal; Lehrerbeurteilung
Abstract	Developing and writing assessment items that measure teachers' knowledge is an intricate and complex undertaking. In this paper, we begin with an overview of what is known about measuring teacher knowledge. We then highlight the challenges inherent in creating assessment items that focus specifically on measuring teachers' specialised knowledge for teaching. We offer insights into three practices we have found valuable towards overcoming challenges in our own cross-disciplinary work to create assessment items for measuring teachers' knowledge for teaching. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01