Development and Initial Field Test of the 2016 K-TEEM (Knowledge for Teaching Early Elementary Mathematics) Test. Research Report No. 2019-01

Autor/inn/en	Schoen, Robert C.; Yang, Xiaotong; Tazaz, Amanda M.; Bray, Wendy S.; Farina, Kristy
Institution	Florida State University
Titel	Development and Initial Field Test of the 2016 K-TEEM (Knowledge for Teaching Early Elementary Mathematics) Test. Research Report No. 2019-01
Quelle	(2019), (75 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Schoen, Robert C.) ORCID (Tazaz, Amanda M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Construction; Elementary School Mathematics; Elementary School Teachers; Knowledge Base for Teaching; Primary Education; Test Items; Difficulty Level; Scoring; Faculty Development; Program Effectiveness; Error of Measurement; Test Reliability; Pedagogical Content Knowledge; Florida + Suchen Sie Ihr Suchwort? Testaufbau; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Primarbereich; Test content; Testaufgabe; Schwierigkeitsgrad; Bewertung; Messfehler; Testreliabilität; Pädagogische Kompetenz
Abstract	The "2016 Knowledge for Teaching Early Elementary Mathematics" (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). In this report, we present results of the first large-scale field test of the 2016 K-TEEM test with 383 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, reliability estimates, and suggestion for additional validation efforts to be conducted in the future. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01