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ERIC Number: EJ829189
Record Type: Journal
Publication Date: 2007-Aug
Pages: 12
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1536-6367
Validating the Ecological Assumption: The Relationship of Measure Scores to Classroom Teaching and Student Learning
Hill, Heather C.; Ball, Deborah Loewenberg; Blunk, Merrie; Goffney, Imani Masters; Rowan, Brian
Measurement: Interdisciplinary Research and Perspectives, v5 n2-3 p107-118 Aug 2007
This paper provides a summary of the authors' attempts to uncover links between their measures, classroom mathematics instruction, and student learning. This paper also provides evidence regarding one central critique of their measures: that multiple-choice assessments cannot validly represent the knowledge, skills, and judgment involved in actual teaching practice. To the extent that there is a relationship between the test domain and practice domain, it strengthens their claim that they can measure knowledge for teaching in this format. In this article the authors describe the aims, methods, and preliminary findings from a large-scale statistical study of teacher knowledge and student achievement and a videotape study of teachers' classroom mathematics instruction. If a teacher knowledge/student achievement relationship is found in the former, the latter will help identify the mechanisms through which this relationship is realized. Finally, as a means for informing the debate about why test validation is often better conceptualized than practiced, they consider the cost and obstacles to this type of work. (Contains 2 tables, 1 figure and 1 footnote.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California