Predicting student achievement using measures of teachers' knowledge for teaching geometry

Margaret Mohr-Schroeder; Robert N. Ronau; Susan Peters; Carl W. Lee; William S. Bush

doi:10.5951/jresematheduc.48.5.0520

Predicting student achievement using measures of teachers' knowledge for teaching geometry

Margaret Mohr-Schroeder, Robert N. Ronau, Susan Peters, Carl W. Lee, William S. Bush

Research output: Contribution to journal › Review article › peer-review

22 Scopus citations

Abstract

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre- and post-tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = .79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.

Original language	English
Pages (from-to)	520-566
Number of pages	47
Journal	Journal for Research in Mathematics Education
Volume	48
Issue number	5
DOIs	https://doi.org/10.5951/jresematheduc.48.5.0520
State	Published - Nov 2017

Bibliographical note

Funding Information:
This material is based on work supported by the National Science Foundation under Grant 0821967. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We acknowledge the vital work of Alpine Testing Solutions, especially co-Principal Investigator Chad Buckendahl, to the overall success of this project.

Funding

This material is based on work supported by the National Science Foundation under Grant 0821967. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We acknowledge the vital work of Alpine Testing Solutions, especially co-Principal Investigator Chad Buckendahl, to the overall success of this project.

Funders	Funder number
National Science Foundation (NSF)	0821967

Keywords

Assessment
Geometry and measurement
Knowledge for teaching geom-etiy
Teacher knowledge
Testing

ASJC Scopus subject areas

Mathematics (miscellaneous)
Education

Access to Document

10.5951/jresematheduc.48.5.0520

Cite this

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title = "Predicting student achievement using measures of teachers' knowledge for teaching geometry",

abstract = "This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre- and post-tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = .79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.",

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note = "Funding Information: This material is based on work supported by the National Science Foundation under Grant 0821967. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We acknowledge the vital work of Alpine Testing Solutions, especially co-Principal Investigator Chad Buckendahl, to the overall success of this project.",

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AU - Peters, Susan

AU - Lee, Carl W.

AU - Bush, William S.

N1 - Funding Information: This material is based on work supported by the National Science Foundation under Grant 0821967. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We acknowledge the vital work of Alpine Testing Solutions, especially co-Principal Investigator Chad Buckendahl, to the overall success of this project.

PY - 2017/11

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N2 - This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre- and post-tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = .79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.

AB - This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre- and post-tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = .79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.

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KW - Geometry and measurement

KW - Knowledge for teaching geom-etiy

KW - Teacher knowledge

KW - Testing

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Predicting student achievement using measures of teachers' knowledge for teaching geometry

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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