Symposium: How do middle grades teachers recognize proportional relationships?
National Council of Teachers of Mathematics (NCTM) 2014 Research Conference
New Orleans, LA
Wednesday, April 9th 2014
- Chandra Orrill*, Kaput Center, UMass Dartmouth & Allan Cohen, University of Georgia, "Purpose and conceptualization: The challenges of operationalizing best practices from psychometrics for measuring teacher knowledge"
We examine two fundamental questions for assessment development that relate to the Student Models in ECD: (a) What is the purpose of the assessment? and (b) What is the conceptualization of the domain being assessed? These questions should drive any assessment development effort. To illustrate the complexity of addressing these two questions, we draw from several ongoing assessment development efforts. For the first question, we specifically unpack how the conception of the nature of knowledge can impact not only the purpose, but also the psychometric models used. For the second question, we draw on assessments of teacher knowledge to discuss the relationship between the conceptualization of the domain of teacher knowledge and the kinds of items that were developed in each assessment. We argue that purpose of the assessment and the conceptualization of the domain should drive the psychometric models applied to the assessment.
Poster session: Using the mixture Rasch model to explore knowledge resources students invoke in mathematic and science assessments
Saturday, April 5th 2014
- Danhui Zhang, Beijing Normal University
- Chandra Orrill*, Kaput Center, UMass Dartmouth
- Todd Campbell, University of Connecticut
(10:35am - 12:05pm)
The purpose of the study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of PISA (2009) selected mathematics and science items offered insight into knowledge students invoke in mathematics and science separately, and combined. The researchers administered an assessment constructed from PISA released items to 516 students in China. The findings suggest that while PISA attributes showed promise for providing insight into how students were classified in mathematics and science, when combined these attributes were not found useful. Our findings suggest that students do not seem to be applying attribute strengths to the dataset as a whole (i.e., mathematics and science items combined) in ways that differentiate them from students who appear weaker for those attributes.
Individual Session: An Analysis of Mathematical Content Knowledge for Teaching
Thursday, February 6th 2014
- John (Zig) Michael Siegfried, James Madison Univeristy
- Randolph Philipp, San Diego State University
- Victoria Jacobs, The University of North Carolina at Greensboro
- Lisa Lamb, San Diego State University
- Jessica Bishop, University of Georgia
- Robert Joseph Nanna*, Kaput Center, UMass Dartmouth
- Casey Hawthorne, San Diego State University
(1:45pm - 2:45pm)
We discuss Common, Specialized, and Pedagogical Content Knowledge. Place-value and integer items used in two large NSF-funded research projects enable us to consider boundaries among types of knowledge while illuminating distinctions. Implications for teaching and researh are considered.
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