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ERIC Number: EJ1162730
Record Type: Journal
Publication Date: 2017
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0013-5984
Developing an Assessment Instrument to Measure Early Elementary Teachers' Mathematical Knowledge for Teaching
Schoen, Robert C.; Bray, Wendy; Wolfe, Christopher; Tazaz, Amanda M.; Nielsen, Lynne
Elementary School Journal, v118 n1 p55-81 Sep 2017
This study reports on the development and field study of K-TEEM, a web-based assessment instrument designed to measure mathematical knowledge for teaching (MKT) at the early elementary level. The development process involved alignment with early elementary curriculum standards, expert review of items and scoring criteria, cognitive interviews with practicing teachers, a field test involving 405 practicing teachers, and data modeling using a Rasch model. Several examples of MKT at the early elementary level are provided, and some of the challenges and decisions made during the process of item and scale development are discussed. Rasch model results indicate good model fit and adequate reliability, and the model accounts for more than 75% of the variance in the data. The K-TEEM assessment instrument may fill an important gap in the set of tools available to researchers for program evaluation and empirical investigation of teacher knowledge. [For the full text grantee submission, see ED575171.]
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A