The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics
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.
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Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Hill, H. C., Rowan, B., & Ball, D. L. (2005) · American Educational Research Journal · doi:10.3102/00028312042002371 · Cited by 2,812
Relationships of Knowledge and Practice: Teacher Learning in Communities
Cochran-Smith, M., & Lytle, S. L. (1999) · Review of Research in Education · doi:10.2307/1167272 · Cited by 2,288 · cited 1×
“…aspects of teacher knowledge, among them the knowledge that is required to make real-time instructional decisions to support students with different learning goals in the same classroom (Ball & Bass, 2000, Cochran-Smith & Lytle, 1999), have yet to be operationalized for assessment purposes.”
BackgroundDeveloping measures of teachers’ mathematics knowledge for teaching
Hill, H. C., Schilling, S. G., & Ball, D. L. (2004) · The Elementary School Journal · doi:10.1086/428763 · Cited by 902
Cited by
Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.009 · Cited by 506
Videobased lesson analysis: Effective science PD for teacher and student learning
Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20408 · Cited by 362
Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010) · Journal of Teacher Education · doi:10.1177/0022487109347875 · Cited by 296
Self-citationKaiser, G., Busse, A., Hoth, J., König, J., & Blömeke, S. (2015) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-015-9616-7 · Cited by 270
Cooper, A. C., Delcy, M. D., & Dolan, E. L. (2026) · CBE—Life Sciences Education · doi:10.1187/cbe.25-06-0130 · Cited by 1
Metadata
- Authors
- Kersting, N.
- Venue
- Educational and Psychological Measurement
- Publisher
- SAGE Publications
- Published
- 2008-02-05
- Volume
- 68
- Issue
- 5
- Pages
- 845-861
- ISSN
- 0013-1644 (ISSN-L)
- 1552-3888
- OpenAlex
- W2043750942
- Cited by
- 241
- References
- 5
- FWCI
- 14.31
- Type
- journal article
- Language
- en
- Open access
- closed
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