Heather C. Hill, Deborah Loewenberg Ball and Stephen G. Schilling

July 2008, Volume 39, Issue 4, Pages 372 - 400

Abstract:
There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items.

Classification:
Assessment
Teachers
Professional Development

Additional Keywords:
Assessment; Item-response theory; Pedagogical knowledge; Professional development; Teacher knowledge