Assessment

This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.

The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

The purpose of this presentation is to convey validity evidence for a new measure titled Problem-Solving Measure for grade four (PSM4), an assessment within the previously published PSM series designed for elementary and middle grades students.

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative curriculum materials be developed to support teacher educators in acquiring the knowledge needed for teaching science teachers? We present a set of theoretically and empirically based design principles and conceptual examples of ways in which educative curriculum materials might be used to support teacher educators in developing the knowledge needed for teaching elementary pre-service teachers. Specifically, we focus on helping teacher educators develop prospective teachers’ content knowledge for teaching about the structure and properties of matter.We follow these examples with consideration of unanswered questions related to the use of educative curriculum materials by teacher educators. This poster was prepared for the 2020 Annual International NARST Conference.

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative curriculum materials be developed to support teacher educators in acquiring the knowledge needed for teaching science teachers? We present a set of theoretically and empirically based design principles and conceptual examples of ways in which educative curriculum materials might be used to support teacher educators in developing the knowledge needed for teaching elementary pre-service teachers. Specifically, we focus on helping teacher educators develop prospective teachers’ content knowledge for teaching about the structure and properties of matter.We follow these examples with consideration of unanswered questions related to the use of educative curriculum materials by teacher educators. This poster was prepared for the 2020 Annual International NARST Conference.

This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational topic for physical science. Drawing on a cognitive perspective and using think-aloud procedures, we had the participants answer different assessment items that described teaching scenarios related to elementary science instruction for topics such as properties of matter, changes in matter, the model of matter, and conservation of matter. We aimed to explore (1) how familiar pre-service teachers felt these task scenarios were in regards to their (pre-service) teaching experience and (2) how important they considered these task scenarios for the work of elementary teachers. This poster was prepared for the 2020 Annual International NARST Conference.