id: 06561707
dt: j
an: 2016c.00531
au: Orrill, Chandra Hawley; Cohen, Allan S.
ti: Why defining the construct matters: an examination of teacher knowledge
using different lenses on one assessment.
so: Math. Enthus. 13, No. 1-2, 93-110 (2016).
py: 2016
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D69 D39
ut: teacher education; professional knowledge; subject content knowledge;
educational diagnosis; teacher knowledge assessment; assessment
development; domain of interest; conceptualization; mixture Rasch
model; proportional reasoning; professional development; test
development
ci:
li: http://www.math.umt.edu/tmme/Vol13no1and2/05-Orrill-Cohen.pdf
ab: Summary: What does it mean to align an assessment to the domain of
interest? In this paper, we analyze teachersâ€™ performance on the
Learning Mathematics for Teaching assessment of Proportional Reasoning.
Using a mixture Rasch model, we analyze their performance on the entire
assessment, then on two different subsets of items from the original
assessment. We consider the affordances of different conceptualizations
of the domain and consider the implications of the domain definition on
the claims we can make about teacher performance. We use a single
assessment to illustrate the differences in results that can arise
based on the ways in which the domain of interest is conceptualized.
Suggestions for test development are provided.
rv: