We present findings from an analysis of tests of teacher mathematical knowledge identified over a 20-year period of mathematics education literature. This analysis is part of a larger project aimed at developing a repository of instruments and their associated validity evidence for use in mathematics education. We report on how these tests are discussed in the literature, with a focus on validity arguments and evidence. A key finding is that these tests are often presented in ways that do not support their use by the mathematics education community. We offer suggestions on how adopting a validity argument perspective can enable others to build on initial test development efforts.
Bharaj, P. K., Carney, M., Howell, H., Smith, W. M., & Smith, J. (2025). Characterizing teacher knowledge tests and their use in the mathematics education literature. Journal for Research in Mathematics Education, 56(4), 212-223. https://doi.org/10.5951/jresematheduc-2022-0137