
06561707
j
2016c.00531
Orrill, Chandra Hawley
Cohen, Allan S.
Why defining the construct matters: an examination of teacher knowledge using different lenses on one assessment.
Math. Enthus. 13, No. 12, 93110 (2016).
2016
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D69
D39
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
http://www.math.umt.edu/tmme/Vol13no1and2/05OrrillCohen.pdf
Summary: What does it mean to align an assessment to the domain of interest? In this paper, we analyze teachers' 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.