Developing Assessments of Content Knowledge for Teaching Using Evidence-centered Design

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2020-04-02 DOI:10.1080/10627197.2020.1756256

Geoffrey Phelps, D. Gitomer, C. Iaconangelo, E. Etkina, L. Seeley, S. Vokos

引用次数: 10

Abstract

ABSTRACT Assessments of teacher content knowledge are increasingly designed to provide evidence of the content knowledge needed to carry out the moment-to-moment work of teaching. Often these assessments focus on content knowledge only used in teaching with the goal of testing types of professional content knowledge. In this paper, we argue that while this general approach has produced powerful exemplars of new types of assessment tasks, it has been less successful in developing tests that provide more general evidence of the range of content knowledge associated with particular teaching practices. To illustrate a more systematic approach, we describe the use of evidence-centered design (ECD) to develop an assessment of content knowledge for teaching (CKT) in the area of secondary physics-energy.

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运用循证设计开发教学内容知识评估

对教师内容知识的评估越来越多地旨在为开展实时教学工作所需的内容知识提供证据。通常，这些评估侧重于仅用于教学的内容知识，目的是测试专业内容知识的类型。在本文中，我们认为，虽然这种通用方法已经产生了新型评估任务的有力范例，但它在开发与特定教学实践相关的内容知识范围提供更一般证据的测试方面并不那么成功。为了说明一种更系统的方法，我们描述了以证据为中心的设计(ECD)的使用，以开发二级物理-能量领域的教学内容知识评估(CKT)。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.