Assessing Measures of Mathematical Knowledge for Teaching: A Validity Argument Approach

By S. Schilling, H. Hill. 2007

91 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/de57d85df6cd6c822f40783af2ef96028eed0f61

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In Education

Citations in the corpus

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs (2008, background): “Recently, Hill (2007) has developed an analogous test of middle school mathematics teachers’ MKT, with some overlap between the items of the two tests.”
Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “They have been extensively validated (Schilling & Hill, 2007) and adapted internationally (Blömeke & Delaney, 2012).”
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, background): “…basis, they distinguish common knowledge of content (the mathematical everyday knowledge that all educated adults should have) from specialized knowledge of content (the specialist knowledge acquired through professional training and classroom experience; Hill et al., 2004; Schilling & Hill, 2007).”
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013, background): “For example, a comparison study between beginning and experienced teachers using the instrument would be useful to collect more evidence for its validity (Baumert et al. 2010; Schilling and Hill 2007).”
Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation (2012, background): “…observed in studies of selected-response assessments, where validity argument assumptions focused instead on the cognitive processes of respondents and the structure of the data (e.g., Chapelle et al., 2007; Schilling & Hill, 2007, on Test of English as a Foreign Language selected-response tasks).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “…teachers’ professional knowledge (e.g., Blömeke et al., 2011; Hill, Schilling, & Ball, 2004; Krauss, Brunner, et al., 2008; Phelps & Schilling, 2004; Schilling & Hill, 2007), most evidence on the formation of teachers’ pedagogical content knowledge stems from qualitative interview studies (Depaepe…”