Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK).
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK).