Using video clips of mathematics classroom instruction as item prompts to measure teachers' knowledge of teaching mathematics

Research output: Contribution to journalArticle

95 Scopus citations

Abstract

Responding to the scarcity of suitable measures of teacher knowledge, this article reports on a novel assessment approach to measuring teacher knowledge of teaching mathematics. The new approach uses teachers' ability to analyze teaching as a proxy for their teaching knowledge. Video clips of classroom instruction, which respondents were asked to analyze in writing, were used as item prompts. Teacher responses were scored along four dimensions: mathematical content, student thinking, alternative teaching strategies, and overall quality of interpretation. A prototype assessment was developed and its reliability and validity were examined. Respondents' scores were found to be reliable. Positive, moderate correlations between teachers' scores on the video-analysis assessment, a criterion measure of mathematical content knowledge for teaching, and expert ratings provide initial evidence for the criterion-related validity of the video-analysis assessment. Results suggest that teachers' ability to analyze teaching might be reflective of their teaching knowledge.

Original languageEnglish (US)
Pages (from-to)845-861
Number of pages17
JournalEducational and Psychological Measurement
Volume68
Issue number5
DOIs
StatePublished - Oct 2008
Externally publishedYes

Keywords

  • Assess
  • Mathematics
  • Teacher content knowledge
  • Validity
  • Video clips

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Applied Mathematics

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